MA Higher Education
Course Handbook 2011/12
For Post Validation/Review Panel Final Approval
This page is deliberately blank
CONTENTS
The Handbook is split into two parts. The first part is the programme specification
which can be used as a standalone guide to the course. This is also published on the
University’s web site as a guide to potential applicants and current students.
Welcome to the Course ............................................................................................. 1
Introduction to the Course ................................................................................. 1
Using this Handbook ......................................................................................... 1
The Induction Programme ................................................................................. 2
PROGRAMME SPECIFICATION .............................................................................. 5
Course Record Information ................................................................................ 5
Admissions Requirements ................................................................................. 5
Aims of the Course ............................................................................................ 6
Employment and Further Study Opportunities ................................................... 7
Course Learning Outcomes ............................................................................... 8
Teaching, Learning and Assessment Methods ................................................ 10
Course Structure ............................................................................................. 11
Support for Students........................................................................................ 11
Reference Points for the Course...................................................................... 12
Quality Management and Enhancement .......................................................... 12
Course Diagram: MA in HE programme–Awards and Pathways ...................... 14
MA in HE–Core and Option Modules ............................................................... 15
COURSE HANDBOOK ........................................................................................... 16
1.
Tutors and Administration ................................................................................ 16
1.1 How to Contact Us .................................................................................. 16
1.2 Personal Tutor arrangements .................................................................. 16
1.3 Who to Contact about Module Queries .................................................... 17
1.4 WEx Administrative /School Office .......................................................... 17
1.5 Course Information, News and Events .................................................... 18
1.6 Students with Disabilities ......................................................................... 18
1.7 Support for International Students ........................................................... 18
1.8 UoW Students’ Union .............................................................................. 19
2
How You Are Taught ....................................................................................... 19
2.1 Teaching and Learning Strategy for the Course ...................................... 19
2.2 Teaching ................................................................................................. 20
2.3 The Course Skills Strategy ...................................................................... 20
2.4 Blackboard .............................................................................................. 21
3
How You Learn ................................................................................................ 21
3.1 Guided Independent Study ...................................................................... 21
3.2 Study Guidance ....................................................................................... 21
3.3 The Library and IT Services .................................................................... 21
3.4 Personal Development Planning ............................................................. 22
3.5 How you will receive and should use feedback on assessed work. ......... 22
4
How You Will be Assessed .............................................................................. 22
4.1 Assessment Strategy for the Course ....................................................... 22
4.3 Major Project/Dissertation Guidance ....................................................... 25
4.4 Assessment Boards and the Release of Results ..................................... 26
4.5 External Examiners ................................................................................. 27
5
Make your Voice Heard ................................................................................... 27
5.1 The Purpose and Role of the Course Committee .................................... 27
5.2
5.3
5.4
5.5
How Course Representatives will be Selected ........................................ 29
What Happens to the Discussions held at the Course Committee ........... 29
Module Feedback Questionnaires ........................................................... 29
Student Experience Survey ..................................................................... 29
6
What to do If Things Go Wrong ....................................................................... 29
6.2 Penalties for Late Submission of Coursework ......................................... 31
6.3 What to Do if You Fail a Module .............................................................. 31
6.4 Suspending from the Course ................................................................... 31
6.5 Withdrawing from the Course .................................................................. 32
6.6 Changing Course .................................................................................... 32
6.7 Complaints Procedure ............................................................................. 32
7
Course Regulations ......................................................................................... 33
7.1 MA in Higher Education ........................................................................... 33
7.2 Intermediate Awards ............................................................................... 33
7.3 Maximum Periods of Registration ............................................................ 34
7.4 Exclusion from the Programme of Study on Academic Grounds.............. 34
7.5 Course Specific APL Regulations ............................................................ 34
8
Your Rights and Responsibilities as a Student ................................................ 35
APPENDIX 1: Support Services .............................................................................. 36
APPENDIX 2: Glossary of Commonly Used Regulatory Terms ............................... 38
APPENDIX 3: Generic Grading Criteria ................................................................... 41
APPENDIX 4: Module Proformas ............................................................................ 43
WEXE701 Supporting Learning ................................................................... 43
WEXE702 Assessment and Feedback Practice ........................................... 48
WEXE703 Curriculum Development in Action .............................................. 52
WEXE704 Preparing for Online Learning and Teaching ............................... 56
WEXE705 Teaching with Technology .......................................................... 61
WEXE706 Supervising Student Research.................................................... 64
WEXE707 Continuing Professional Development A (Negotiated Study) ...... 68
WEXE708 Continuing Professional Development B (Negotiated Study) ...... 72
WEXE709 Continuing Professional Development C (Negotiated Study) ...... 76
WEXE721 Working with the Educational Literature ...................................... 80
WEXE722 Researching Educational Issues and Practices........................... 85
WEXE751 Dissertation................................................................................. 89
Every effort is made to ensure that the information given in this Course Handbook is correct at
the time of publication and that the course information given accurately describes the courses
offered by the University. The University reserves the right to cancel without prior notice a
course, a module or specialisms within a course.
Welcome to the Course
Welcome to Westminster Exchange.
Westminster Exchange (WEx) is an academic department within the University of
Westminster (UoW). WEx leads innovation in learning, teaching and pedagogic
research. Providing opportunities for continuing professional development,
undertaking pedagogic research, accreditation and collaboration, it acts as a hub for
the University’s teaching quality enhancement activities. The Course Team offer you
a warm welcome on joining the department as a student on the MA Higher Education
(HE).
Your Course Leader is Helen Pokorny, Principal Lecturer Learning and Teaching in
Higher Education. You can find profiles for all of the staff in WEx, including Helen, at
westminster.ac.uk/schools/exchange
Introduction to the Course
The course leading to the Master’s award provides an integrated and supported
programme of professional development that enables participants to:
•
take a lead in the development of the teaching in their fields;
•
critically engage with the scholarship of learning and teaching through their
own practice;
•
extend areas of practice in learning and teaching to new fields of interest;
•
accredit their professional development; and
•
conduct research in learning and teaching in higher education.
While the MA HE exists as a coherent Master’s degree and offers direct progression
to level 8 doctoral studies, it has been designed as a flexible programme of
professional development. Many of the participants on the programme will choose to
exit with an interim award, typically the Postgraduate Certificate of Higher
Education—a UK Higher Education Academy (HEA) accredited pathway.
Specific modules within the MA HE have been accredited against the HEA
Professional Standards Framework at the level of Fellow and Associate. The HEAaccredited pathway addresses the course aims at the level of the subject, enabling
practitioners to develop learning and teaching practice within their subject, informed
by scholarship, reflection and their own specialist knowledge.
Other modules focus on more specific areas of research and practice so that the full
MA develops practitioners who will gain a wider view of the learning and teaching
process and, through the dissertation, will conduct effective and responsible research
into educational issues and practices.
Using this Handbook
There is a considerable amount of information contained in this handbook, some of
which will be of greater relevance to you as you work through your postgraduate
studies than it is at the start of your course. Please keep it safely as you will need to
refer to it through your course. In reading this handbook you will come across a
number of words and phrases with which you may not be familiar. A glossary of key
terms is included in Appendix 2.
1
The Induction Programme
The phrase ‘induction’ is taken to include all activities aimed at introducing you to the
University and its communities as well as to Westminster Exchange and the course.
It includes activities that are intended to support you throughout your programme of
study. The purpose of the induction programme is to foster an environment within
which you are able to access resources, academic support and also help to
overcome any difficulties you may encounter during your course. We also want to
develop a sense of community and belonging to the academic groups and networks
of which you are now a member. Consequently, induction to the MA HE programme
is a process not an event. It includes the range of introductory events/activities at the
start of the programme including familiarisation with working in an online
environment, but equally consideration is given to pre-arrival support and throughout
your period of study. As such induction aims to:
•
provide a welcome, orientation, social integration and academic integration,
recognising the different periods of time over which these might take place;
•
support you in making the transition to study on the MA HE from your
previous learning experiences, whether in the UK or internationally;
•
clarify your expectations of studying on the course, and the course team’s
expectations of you;
•
enable you to engage with your on-going professional development outside of
the course;
•
be a process in which you actively participate;
•
enable you to be active members of the University, gaining the most benefit
possible from your student experience as well as contributing to the University
community; and
•
provide the opportunity for evaluation and review of your experience.
Before Arriving
You will be provided with a welcome pack and introduced to the departmental
website and WEx interactive good practice exchange (Gopex) site where you can
join the discussion forum with other participants and staff. You are very much
encouraged to post to this site and contribute resources to its development. This site
links to some of the wider professional teaching and networking communities in HE
and contains the departmental e-journal ‘Learning Exchange’ for which we would be
very pleased to receive your articles and contributions. We also publish a regular
electronic WEx newsletter.
On Course Induction Information
Participants may be joining the course at different stages and as well as a series of
induction activities planned for the intake period a Course Induction/Information link
will be provided in each of the modules. This will incorporate links and materials that
to orientate individuals and to encourage academic integration. For example:
•
Video introductions to the course and to each module by the Course Leader,
Course Administrators and Module Leaders
•
Video and written help in how to use Blackboard and other technologies
•
Overview of the course and course choices
•
Key dates and administrative procedures including (re)-enrolment, module
registration, mitigating circumstances and assessment results
2
•
Course Handbooks and Module Handbooks
•
Library induction video and links to the WEx Academic Liaison Librarian home
page and blog
•
Academic Writing and referencing resources and links to activities
•
Academic and study support resources and activities
•
Personal Tutoring arrangements
•
A ‘where to go for help page’ encompassing both WEx academic and wider
University support mechanisms available including that available for disabled
and dyslexia, counselling, international student support, reporting
dissatisfaction, etc.
Each module will clearly set out expectations in terms of participant engagement and
the level of support that you can expect to receive from tutors.
Resources will be used, as is relevant, both at the start and during the course. In
order to avoid information overload at the start of the course the course team will
ensure that information is also delivered when it is of relevance to you. For example,
when appropriate, module leaders will refer to the relevant academic study and
library links and the Academic Liaison Librarian will communicate directly with
participants through the Virtual Learning Environment (VLE) announcements,
discussion board and e-mail.
Personal Tutors will make contact with participants at the start of the course and after
the Assessment Boards to discuss on-going academic and professional development
opportunities and to support you in the choices you make. This includes issues such
as reassessment, deferral and referral as well as specific aspects of wider University
support as appropriate.
Social Integration
In order to foster a sense of community and to facilitate social integration tutors will
use a range of online tools at the start of the course and throughout the modules
including:
•
a discussion board where participants can introduce themselves and pose
questions online;
•
synchronous discussions (e.g. using Skype) on particular topics;
•
virtual classrooms using WIMBA technology;
•
group work through the use of wikis, etc.;
•
a module blog through which you can share and comment on resources and
activities; and
•
Web 0.2 technologies for participation and sharing resources within a
community such as Twitter, Delicious, Stumbleupon and Google aps.
On Completion of the Course
On completion of the course all participants will be invited to a graduation ceremony
and provided with information and support regarding on-going CPD available through
WEx courses, workshops, research, consultancy and the Good Practice Exchange
website.
3
Evaluation and Review
Your feedback will be sought at all stages of induction through online surveys, e-mail,
discussion boards, and discussions with Personal Tutors and at Course Committees.
Induction Checklist of What to Know and by When
In each module you will be provided with a checklist of what you need to know and
when. In this way Module Leaders can refer you to information as appropriate.
Key Dates
The University Academic Calendar can be found at westminster.ac.uk/universitycalendar. This gives relevant term dates and semester dates for the current year.
The MA HE Course Site on Blackboard will provide you with a full a calendar of
assessment dates.
I hope you enjoy your studies on the course.
If you have any questions or comments, please do not hesitate to contact me.
Helen Pokorny
MA HE Course Leader
4
PROGRAMME SPECIFICATION
Course Record Information
Name and level of
Final & Intermediate Awards
• MA Higher Education
• Postgraduate Diploma Higher
Education
• Postgraduate Certificate Higher
Education(can also be taken as an exit
award)
• Postgraduate Certificate of Special
Study in Supporting Learning (can also
be taken as an exit award)
Awarding Body
University of Westminster
Location of Delivery
Cavendish House
Mode of Study
Part-time
UW Course Code
JACS Code
QAA Subject Benchmarking Group
Professional Body Accreditation
No benchmark for postgraduate
education
Higher Education Academy
Date of initial course approval/last review
1999/2004
Date of Programme Specification
6.5.2011
Admissions Requirements
Applicants to the course will be either University of Westminster (UoW) staff with
responsibility for teaching and/or supporting students learning, or external applicants
who can demonstrate that they hold the necessary entry qualifications. This is a
work-based course and applicants for the MA/Dip/Pg Cert HE must be teaching on
HE level courses. Learning support applicants aiming to exit with a Pg Cert Special
Study Supporting Learning will normally be required to have a minimum of 15 hours
contact/supporting learning. The Course Leader or nominee will make the decision
regarding the suitability of the applicant’s teaching practice in relation to appropriate
routes through the course.
Applicants will normally hold an honours degree from a UK university or an
international equivalent. Newly appointed teaching staff at UoW on a 0.5 or above
post will be required to take the PgCert HE stage of the course if they have less than
two years’ experience of teaching in HE.
Experienced staff will be able to apply to join the course with accredited prior learning
(APL). Applicants seeking assessment of prior experiential learning (APEL) will be
5
guided through the portfolio assessment process by the Course Leader or nominee.
APEL is a formal assessment process and credits are approved through the
University’s APEL Board. There is a fee for the process of APEL guidance and
assessment. Applications for credit transfer from relevant prior study is undertaken
via a standard form available from the University website and approved by the
Course Leader in consultation with the relevant module leader(s). There is no fee for
this process. Applicants may normally be awarded prior learning credits for up to
50% of the total credits for an award. There is an exception for the PgCert HE where
prior learning credit can be awarded for 2/3rds of the award. Credit cannot be
awarded for partial modules.
Aims of the Course
If you are currently teaching in a Higher Education context the MA HE provides a
variety of accredited professional development awards. If you are:
• A new or experienced academic, or in a role Supporting Learning such as a
librarian, technician or graduate teaching assistant you can take modules
either as short courses or accumulate them to give a Pg Cert HE, Pg Dip HE
or MA HE award.
•
A senior professional seeking a Doctorate in Professional Studies, the MA HE
provides the foundation of our DProf programme and a direct route to the
doctoral level award.
•
An experienced professional, you can plan a route through the course using
your relevant prior experience and study for accreditation thus reducing the
time spent on your studies and accelerating your progression to your chosen
award.
As such the course provides a range of participants with opportunities to explore the
wider HE context and access to a range of analytical framework, the learning and
teaching research evidence base, current developments in learning and teaching
practice and opportunities to develop responses that are appropriate to the
individual’s own context. It is designed to provide multiple, flexible opportunities for
accredited Continuing Professional Development (CPD) and makes use of the
Accreditation of Prior Learning (APL) in order to recognise and accredit relevant prior
professional practice.
— For example, the module, ‘Supporting Learning’ is designed both for staff for
whom teaching is their main role and who will take this module as part of a PgCert
HE/MA HE programme but also as a stand-alone course for staff who are proactively
Supporting Learning (e.g. part-time visiting lecturers, librarians, technical support
staff, PhD students and work placement staff). Taken in this stand-alone CPD mode,
this module would carry the award of Pg Cert Special Study Supporting Learning with
Higher Education Academy (standard 1; Associate) accreditation.
— The module ‘Supervising Student Research’ provides a specific CPD focus for
staff supporting student research and it is UoW policy that members of academic
staff who pass this module are deemed to have completed one successful
supervision at doctoral level (for the purposes of assembling doctoral supervision
teams, there must be at least one ‘actual’ completion represented on the team).
The MA HE provides a ladder of progression from the Pg Cert Special Study stage to
a professional doctorate. Candidates successfully completing the 180 credits of the
6
MA HE level study will be able to progress directly on to the level 8 stage of the Prof
Doc (negotiated education related title).
Aims of the PgCert HE Stage
The aim of the PgCert HE stage of the course is to provide appropriate forms of
professional development to support for staff engaged in teaching/supporting
learning. This includes support for immediate teaching practice and related concerns,
exchanging advice and guidance and the opportunity to share experiences with
peers. The pg certificate stage will provide the opportunity to reflect on different
models of practice in teaching and assessment and to:
•
engage participants with the educational literature and encourage a scholarly
approach to their practice;
•
provide means by which professional approaches to Supporting Learning in
the subject can be fostered through creativity, innovation and continuous
development;
•
enhance the quality of the participants’ student learning experience through
sharing good practice principles and expertise;
•
promote e-learning technologies and an experience of flexible delivery;
•
locate the course within wider networking communities of practice;
•
enable participants to demonstrate their professionalism; and
•
facilitate a variety of professional development opportunities.
Aims of the MA HE Stage
The aim of the MA stage of the course is to progress from a critical and reflexive
practitioner to an advanced scholarly practitioner with a deeper and broader view of
the HE learning and teaching process. Participants will engage in educational
research through the dissertation and have opportunities to specialise in aspects of
practice through the optional modules. As such the MA stage of the course will:
•
support engagement with pedagogic issues in specific disciplines through
curriculum design and assessment;
•
prepare participants for the effective and responsible conduct of research into
educational issues and practices;
•
enable participants to undertake a significant piece of educational research;
•
provide opportunities to engage in further CPD opportunities;
•
enable a direct progression route to Doctoral level study with credit; and
•
promote external recognition of scholarship and research.
Employment and Further Study Opportunities
The MA HE provides a variety of accredited professional development opportunities
for a rapidly changing HE environment with different levels of accreditation to support
on-going employment and study opportunities. HEA professional recognition along
7
with a Pg Cert HE is increasingly a requirement of employment for HE practitioners
and the requisite HEA standards are embedded within the award in specific modules
that can form part of a Pg Cert HE.
The module ‘Supporting Learning’ is designed to be appropriate for both full-time
academics and staff for whom teaching is not their substantive role but who are
proactively Supporting Learning (e.g. part-time visiting lecturers, librarians, technical
support staff, PhD students, work placement staff). This module is accredited at
standard 1 by the Higher Education Academy (HEA) for Associate Fellowship status.
Participants taking this module can progress through the course to the full Master’s
by taking further modules relevant to their career development or exit on successful
completion of this module with a PgCert Special Study Supporting Learning.
For HE practitioners seeking to take a lead in teaching and learning/educational
development activities, the progression to the MA provides an opportunity for a more
sustained inquiry into practice and/or research. Progression to the Professional
Doctorate (negotiated education related title) recognises and develops individual
educational professionalism at the highest academic level thus enhancing and
opening up new career development opportunities.
The MA HE option modules enable participants to focus on specialist aspects of
practice such as supervising student research, managing online learning, using
e-learning technologies and developing HE curriculums. The CPD (negotiated study)
option module provides opportunities to accredit an individual’s unique professional
expertise and/or practice-based projects.
The course provides opportunities to showcase participants work through
presentations at the ‘UoW Annual Learning and Teaching Symposium’ and through
publication in the UoW Learning and Teaching Journal, ‘Learning Exchange’.
Course Learning Outcomes
Learning outcomes are statements on what successful students have achieved as
the result of learning. The following are threshold statements of achievement—linked
to knowledge and understanding, specific skills, and key transferable skills—that a
student will have gained on successfully completing a course.
♦ Knowledge and Understanding
Pg Cert HE
On completion of the course you will be able to …
•
•
•
•
•
Be able to provide an underpinning rationale for your approach to teaching/
Supporting Learning informed by educational literature and current best
practice.
Demonstrate an awareness impact of the broader external and institutional
context on the student experience and curriculum development.
Critically evaluate your own professional practice in learning and teaching.
Articulate learning and teaching practice within your discipline in a scholarly
manner.
Appraise the implications of quality assurance and enhancement for
professional practice.
8
Dip/MA HE
… participants additionally will be able to…
•
Demonstrate a critical awareness of contemporary theories in learning and
teaching.
•
Develop a critical understanding of learning and teaching and improving
professional practice.
♦ Specific Skills
Pg Cert HE
On completion of the course you will be able to …
•
Design and develop teaching and assessment strategies (on the basis of
critical review and evaluation).
•
Promote student learning through assessment and feedback.
•
Critically reflect on your own professional practice in Supporting Learning.
•
Evaluate learning materials and processes with reference to current
research and developments in the subject/field.
•
Support student learning in a variety of contexts using e-learning tools.
Dip/MA HE
… participants additionally will be able to …
•
Plan and execute a significant research project related to your own
professional practice
•
Exhibit a high degree of critical reflection on the interrelationship between
theory, subject discipline and professional practice.
♦ Key Transferable Skills
Pg Cert HE
On completion of the course you will be able to …
•
Communicate appropriately in the professional context.
•
Manage and organise projects and activities.
•
Work as part of a team.
•
Plan on-going professional development.
•
Utilise e-technologies to support learning and teaching.
Dip/MA HE
… participants additionally will be able to …
•
Act as a catalyst for learning, teaching and quality enhancement in your
own professional area.
9
Teaching, Learning and Assessment Methods
Learning
All modules build on participants’ current practice and use the resources of the peer
group to maximise personal development and to share learning across diverse
domains. The course draws extensively on models of critical reflection as a means of
interrogating and theorising professional practice. This may take the form of learning
through inquiry into individual practice, research, reflection, collaborative learning,
and the modelling of the student experience as a vehicle for reflection.
Teaching
Teaching will be in the form of online learning approaches, mentoring, coaching and
facilitation through reflective practice and research projects and supported
independent learning. The course will have a fully online delivery mode that will be
‘flexible’ to accommodate participants’ varying professional commitments. All
participants will undertake an online induction to develop their skills in online
learning. Teaching strategies are underpinned by three guiding principles—a collegial
relationship between the teaching team and participants, a recognition of the range of
participants’ experience in HE and a conceptualisation of the course as a vehicle for
modelling principles of best practice teaching and facilitating learning in HE.
Assessment
Assessments take a variety of formats and include practice based project work,
written coursework, e-assessments and reflective tasks aimed at enhancing
professional competence and confidence. The course has adopted principles of good
practice in assessment† that designs assessment that:
†
•
is rich in informal feedback (e.g. peer review of draft writing, collaborative
project work);
•
emphasises authentic and complex assessment tasks;
•
offers extensive ‘low stakes’ confidence building opportunities and practice;
•
develops participants’ abilities to evaluate their own progress and direct their
own learning;
•
uses high stakes summative assessment rigorously but sparingly; and
•
is rich in formal feedback (e.g. tutor comment, self-review logs).
See Northumbria Centre for Excellence in Teaching & Learning in Assessment
10
Course Structure
This section shows the core and option modules available as part of the course and
their credit value.
Credit Level 7
Status
Value
PgCert Special Study (HEA accredited, Associate)
– Supporting Learning
Core
20
PgCert Higher Education (HEA accredited, Fellowship)
– Supporting Learning
– Assessment and Feedback Practice
Core for HEA 2
– Option Module (see below)
20
20
20
Plus for a
PgDip Higher Education
- Three x 20 credit option modules
60
Plus for an
MA Higher Education
– Working with Educational Literature
– Researching Educational Issues and Practices
– Dissertation
Core
Core
Options
– Curriculum Development in Action
– Supervising Student Research
– Preparing for Online Teaching and Learning
– Teaching with Technology
– Continuing Professional Development A (negotiated study)
– Continuing Professional Development B (negotiated study)
– Continuing Professional Development C(negotiated study)
To obtain the:
– PgCert of Special Study
– PgCertificate
– PgDiploma
– Master’s degree
20
20
60
20
20
20
20
20
20
40
… students must attain a minimum of … 20 credits.
… students must attain a minimum of … 60 credits.
… students must attain a minimum of … 120 credits.
… students must attain all ……………… 180 credits.
NB: Not all option modules will necessarily be offered in any one year.
Support for Students
An induction programme will introduce you to the staff responsible for the course, the
Library and IT facilities, the Westminster Exchange administrative unit/School
Registry and each other. Participants will be provided with the Course Handbook,
which provides detailed information about the course, and Module Handbooks for
each module. Participants are allocated a personal tutor who can provide advice and
guidance on academic matters. Learning support includes the Library which, across
its four sites, holds print collections of 360,000 printed books, 29000 print and e11
journals, over 45,000 electronic resources (databases, e-journals, e-books). Access
to all resources is facilitated through Library Search, a new online service.
There are over 3,500 computers spread over the four University campuses available
for students use. The University uses a Virtual Learning Environment called
Blackboard where students can access course materials and communicate with staff
and other students via message boards.
At University level, Services for Students provide advice and guidance on
accommodation, financial and legal matters, personal counselling, health and
disability issues, careers and the chaplaincy providing multi-faith guidance. The
International Office provides particular support for international students. The
University of Westminster Students’ Union also provides a range of facilities to
support all students during their time at the University.
Reference Points for the Course
Internally:
•
UoW Learning, Teaching and Assessment Strategy 2009-11
•
WEx Learning and Teaching Strategy 2009-2014
•
Handbook of Academic Regulations, 2010-11
•
Quality Assurance and Enhancement Handbook, 2010-11
Externally
•
QAA Academic Infrastructure
•
HEA Professional Standards Framework
Quality Management and Enhancement
Course Management
The course is managed by Westminster Exchange. This is an academic unit that
provides opportunities for continuing professional development, accreditation and
collaboration and acts as a hub for the University’s quality enhancement activities.
Course Approval, Monitoring and Review
The course was initially approved by a University Validation Panel in 1999. A number
of Periodic Course Reviews have ensured that the curriculum is up-to-date and that
the skills gained on the course continue to be relevant to employers. The Validation
and Periodic Review panels included internal peers from the University and external
subject specialists from academia to ensure the comparability of the course to those
offered in other universities.
The course is monitored each year by Westminster Exchange, reporting to the
University’s Quality Assurance and Enhancement Committee (QAEC), to ensure it is
running effectively and that issues that might affect the student experience have
been appropriately addressed. Staff consider evidence about the course, including
12
the outcomes from each Course Committee, evidence of student progression and
achievement and the reports from External Examiners, to evaluate the effectiveness
of the course. The QAEC Annual Monitoring Sub-Committee considers the action
plans resulting from this process and the outcomes are reported to the Academic
Council, which has overall responsibility for the maintenance of quality and standards
in the University.
Student Involvement in Quality Assurance and Enhancement
Student feedback is important to the University and student views are taken
seriously. The feedback from participants on WEx courses is gathered in a variety of
ways. The most formal mechanism for feedback on the course is the Course
Committee. Participant representatives will be nominated to sit on the Committee to
represent the views of their peer group in various discussions. In the case of distance
learning participants, views can be gathered through the online discussion forum or a
private e-mail. The University and the Students’ Union work together to provide a full
induction to the role of the Course Committee.
All students are invited to complete an online Module Feedback questionnaire before
the end of each module. The feedback from this will inform the Module Leader on the
effectiveness of the module and highlight areas that could be enhanced. The
University also has an annual Student Experience Survey which elicits feedback from
students about their course and University Experience.
Participants meet with Review Panels when the periodic review of the course is
conducted to provide oral feedback on their experience on the course. Participant
feedback from Course Committees is part of the quality assurance evidence base.
For more information about this course, please contact:
Helen Pokorny, Course Leader
Westminster Exchange
h.pokorny@westminster.ac.uk
Tel: 0207 911 5000 ext 66022
Davina Saliba, Course Administrator/School Registry
Westminster Exchange
salibad@westminster.ac.uk
Tel: 0207 911 5000 ext 66088
Cavendish House
101 New Cavendish Street
London W1W 6XH
westminster.ac.uk/schools/exchange
Please note: This programme specification provides a concise summary of the main features of
the course and the learning outcomes that a student might reasonably be expected to achieve
and demonstrate if s/he takes full advantage of the learning opportunities that are provided. This
specification should be read in conjunction with the full Course Handbook provided to students
and Module Handbooks that provide more detailed information on the specific learning outcomes,
content, learning, teaching and assessment methods for each module.
13
Course Diagram: MA in HE programme–Awards and Pathways
LEVEL OF HEA
FELLOWSHIP
PgCert
Special Study in
Supporting Learning (HEA
Accredited)
Standard 1
(HEA Associate)
Supporting Learning
(20)
PgCert in Higher Education (HEA
Accredited Pathway)
PgDiploma in Higher Education
MA in Higher Education
Standard 1
(HEA Associate)
but see below
N/A
N/A
Supporting Learning
(20)
As for PGCert in Higher
Education
(60)
As for PgCert in Higher Education
(60)
+
Working with Educational
Literature (20)
+
Researching Educational Issues
and Practices (20)
+
ONE 20-point module
+
Dissertation Module (60)
+
MODULE(S) WITH CREDIT
RATING
(all Level 7)
TWO other 20-point modules
(see list overleaf) (40)
+
THREE other20-point module
(see list overleaf) (20)
Qualifies for HEA
Standard 2 (Fellowship) if
‘Assessment and Feedback
Practice’ is included
TOTAL CREDITS
TARGET AUDIENCE
20
Research students, Part-Time
Visiting Lecturers, Librarians,
Technicians etc.
(as per current PGCSSSL)
60
New or experienced lecturers
14
120
HE practitioners seeking CPD
and/or PGDipHE award and/or
MA and/or Prof Doc
180
HE practitioners seeking CPD
and/or MA HE award and/or Prof
Doc
MA in HE–Core and Option Modules
Module title
(all 20 points unless otherwise stated)
Supporting Learning
Required for HEA Standard 1 (Associate)
Assessment and Feedback Practice
Working with Educational Literature
Researching Educational Issues and Practices
Dissertation (60 points)
Curriculum Development in Action
Continuing Professional Development A, B or C(Negotiated Study)
Supervising Student Research
Teaching with Technology
Preparing for online teaching and learning
Core/Option status
Core for
• PgCert Special Study Supporting Learning
• PgCert in HE
• MA in Higher Education
Required for HEA Standard 2 (Fellowship)
Core for MA in Higher Education
Core for MA in Higher Education
Core for MA in Higher Education
Option
Option
Option
Option
Option
15
COURSE HANDBOOK
1.
Tutors and Administration
1.1 How to Contact Us
All Westminster Exchange staff are located in Cavendish House, First Floor, 101
New Cavendish Street, London W1W 6XH.
Westminster Exchange Website: westminster.ac.uk/schools/exchange
Name
Helen Pokorny
Dr Pauline Armsby
Jennifer Bright
Prof.Lesley-Jane
Eales-Reynolds
Prof Gunter Saunders
Will Whitlock
Role
MA/ Dip/ PgCert HE
Course Leader
Prof Doc
Course Leader
PgCert Special Study SSL
Course Leader
Director of WEx
Director of
Online Learning
Director of Studies;
Senior & Disability Tutor
Sibyl Coldham
Tutor
Rebecca Eliahoo
Tutor
Dr Barry Stierer
Tutor
Federica Oradini
Tutor
Ali Press
Tutor
Davina Saliba
Course Administrator
Contact
h.pokorny@westminster.ac.uk
0203 506 6022
armsbyp@westminster.ac.uk
0203 506 6023
bright@westminster.ac.uk
0203 506 6025
ealsrl@westminster.ac.uk
0207 911 5135
saundeg@westminster.ac.uk
0207 911 5803
W.Whitlock@westminster.ac.uk
0207 911 5061
Coldhas@westminster.ac.uk
0207 911 5192
r.eliahoo2@westminster.ac.uk
0203 506 6026
b.stierer@westminster.ac.uk
0207 915 5443
f.oradini@westminster.ac.uk
Tel: 0203 506 6015
a.press@westminster.ac.uk
Tel 0203 506 6016
salibad@westminster.ac.uk
0203 506 6008
1.2 Personal Tutor arrangements
All participants registered for three modules or more will be allocated a Personal
Tutor within Westminster Exchange. This area of support is managed by the Senior
Tutor (contact details above). Personal tutoring is provided to assist you with advice
on matters that may be affecting your study. Personal Tutors are able to offer support
and advice on a planned and regular basis in relation to academic and practical
matters that may affect your ability to progress successfully with the course. Your
Personal Tutor will be able to help to familiarise your with the course and introduce
you to the wider University and what it means to be a student on the MA HE. They
provide the link between course delivery by WEx staff and the more specialist
support provided by University Services. The advice they offer includes the following
areas: academic standards and planning; module results (semester by semester and
potential degree results); key academic and career aims; and personal development
planning. The induction information in each module will support your Personal Tutor’s
role. Personal Tutors will discuss and develop their role through regular Course
16
Team meetings and will liaise with module and course leaders regarding the
progress of their tutees. Once enrolled onto the course you will be:
•
informed of what personal tutoring arrangements and support services you
can you expect throughout your studies;
•
provided with contact details of the appropriate key staff and services at and
meet with your personal tutor as part of the induction process;
•
be offered access to a minimum of one hour personal tutoring contact per
academic year; and
•
be able to report any issues arising from personal tutoring processes to the
Senior Tutor who can make changes to your personal tutoring arrangements
if appropriate.
The Responsibilities of Personal Tutors
• To be the first point of contact of tutees providing advice and support to assist
them in developing fully their academic potential.
• To take a role in assisting participants through the induction process and
supporting their integration into the University.
• To monitor the academic performance of their tutees by student transcript
(e.g. Using SRSWeb for Staff).
• To identify tutees with particular educational support needs and advise on
appropriate procedures.
• To refer tutees for more specialised pastoral guidance as appropriate to the
School Senior Tutor, Disability Services, or other.
• To advise participants on the educational coherence of their choice of
modules and the implications for their future studies.
• To advise participants on time-management in order to assist them in meeting
coursework deadlines.
• To advise participants on assessment procedures, regulations and University
structures.
• To provide, where relevant, appropriate advice or referral on requirements of
professional bodies and career management.
The Responsibilities of the Senior Tutor
• In collaboration with the Director of Westminster Exchange, to lead on the
devising and implementation of the School’s personal tutoring strategy.
• To provide overall coordination and support for tutoring within WEx.
• To advise Tutors in WEx on the performance of their tutoring responsibilities.
• To induct new Tutors to their role.
• To identify staff development needs with regard to providing tutorial support.
• To be a member of the University Senior Tutors Group.
• To liaise closely with University Services on general as well as individual
student matters.
1.3 Who to Contact about Module Queries
Please contact the Module Leader—details are in the Module Handbook and on the
BlackBoard VLE site.
1.4 WEx Administrative /School Office
Administrative support for the course is provided by Davina Saliba, Course
Administrator in Westminster Exchange. All administration including mitigating
circumstances claims should be submitted to the Course Administrator.
17
Please note that all aspects of enrolment are handled by the Course Administrator.
As it is a University requirement that all students taking modules must be registered
every year, you must complete your enrolment form. You will only have access to
Blackboard if you are fully enrolled on the course. As well as enrolling you must
complete your module registration form which is available from the Course
Administrator.
1.5 Course Information, News and Events
Details of module sessions and announcement are posted on Blackboard.
Westminster Exchange produces regular newsletters which are e-mailed to
participants and posted on Blackboard. The Good Practice Exchange (Gopex)
website provides up to date news and information.
1.6 Students with Disabilities
The term ‘disability’ can cover dyslexia, hearing impairments, some visual
impairments, loss of limb, MS, ME, RSI, some back injuries, HIV/AIDS, arthritis,
diabetes, epilepsy, mental health difficulties and a range of other long-term
conditions. If you have a disability or long-term medical condition (including mental
health) which is likely to affect your studies you should let the University’s Disability
Learning Support Unit know at the earliest possible moment.
Disability Learning Support can advise you on obtaining funding, specialist support
and advice and liaise with other departments in the University and externally about
your support as needed. A limited screening service for people who think they might
have dyslexia is available. For people fully diagnosed with dyslexia we offer specialist
study skills tuition. Other types of support can include library loan extensions,
provision of specialist equipment, note taking support and individual examination
arrangements. All information is treated confidentially.
Please ensure you have up to date medical evidence (e.g. a GP letter or consultant’s
report) or, for particular disabilities (e.g. dyslexia), an up to date diagnostic report.
For more information about Disability Learning Support:
westminster.ac.uk/study/disability-services
E-mail: disabilities-westminster@wmin.ac.uk
Telephone: 020 7911 5163.
1.7 Support for International Students
There is an International Student Adviser (ISA) at the University who is based in the
Student Advice Service at Cavendish House throughout the week. The ISA provides
support with non-academic issues such as immigration, working in the UK, finance,
culture shock, homesickness and making friends. The ISA can see you for one
appointment or for on-going support. To make an appointment please call 020 7911
5000 ext. 66080.
There is a welcome programme for international students that covers information
such as your rights to healthcare in the UK, safety in London, working in the UK
(during or after your studies), how to cut your costs in London and much more. To
book a place complete the booking form at westminster.ac.uk/welcomeapplication.
When you have successfully completed your course, the University holds an
International Student Presentation and Valediction Ceremony at the end of semester
18
two for international students who are unable to attend their Graduation Ceremony
later in the year.
There are regular visa clinics if you need to extend your visa, the advice service can
check your application prior to you sending it off. For further information please visit:
www.westminster.ac.uk/visas
There is also useful pre-arrival information for international students available on the
following web page: westminster.ac.uk/study/international or
http://www.westminster.ac.uk/study/student-services/international-and-eu-students
If you have any queries please e-mail: studentadvise@westminster.ac.uk
1.8 UoW Students’ Union
The University of Westminster Students’ Union (UWSU) works to make sure students
have the best university experience possible by providing you with a range of
activities and support services: from sports clubs to society groups, educational
advice and social events.
UWSU support you by:
• representing your views to the University, calling for the changes and specific
improvements that you have identified;
• providing advice when you get into difficulties with your course (for example if
you are accused of plagiarism);
• offering you new opportunities and experiences at a school level and through
our sports clubs, societies, magazines and radio station; and
• asking you what matters to you about your course and your University
experience and acting on what you say.
To find out more visit the UWU website, www.uwsu.com, or e-mail
uwsuadmin@westminster.ac.uk. UWSU’s offices are located at the Marylebone and
Harrow campus.
2
How You Are Taught
2.1 Teaching and Learning Strategy for the Course
The course delivery will be through or online learning. It has been developed to
support the aims of the Westminster Exchange Learning and Teaching Strategy
(2009-2014) and specifically to:
•
Enhance Innovation in Learning and Teaching Practice
… through undertaking and supporting the development, application and
dissemination of best practice and creative approaches to learning and
teaching.
•
Enhance Professional Standards
… through encouraging colleagues, both those who formally teach and those
who support learning, in reflection and delivering learning, in reflection and
delivering learning and teaching development opportunities that lead to the
highest standards of professional practice, which are recognised and
rewarded.
All modules will build on your current practice and use the resources of the peer
group to maximise personal development and to share learning across diverse
19
domains. The course draws on models of experiential learning and critical reflection
as a means of interrogating and theorising professional practice. This may take the
form of learning through critical inquiry into individual practice, action research,
reflective practice, collaborative learning, peer and tutor dialogue and the modelling
of the student experience as a vehicle for reflection. You will be provided with
opportunities to demonstrate creativity and innovation in your practice and provided
with opportunities to share this with the wider learning and teaching community. The
course has multiple exit awards and accreditation standards that provide
opportunities that recognise and reward achievement. Colleagues will be provided
with supportive networks managed by WEx through which to share practice. These
include the online journal, WEx newsletter, Good Practice Exchange (Gopex)
website, Learning and Teaching workshops, the WEx Active Researchers Group and
the University Annual Learning and Teaching Symposium.
2.2 Teaching
Teaching will be in the form of facilitation, mentoring and coaching through reflective
practice, online activities and independent learning. The course materials will be
developed as an entirely online distance learning model and Westminster Exchange
online learning team will support the development of online learning.
For those able to attend at the University of Westminster, we provide a variety of
professional development activities that are free to our registered students. These
workshops are designed to support individuals in developing their learning and
teaching practice
The module will use the online virtual learning environment Blackboard and you are
expected to work through a range of resources including readings, audio and video
resources for each topic, to contribute to discussion boards, to complete set
individual and group coursework and in some modules to maintain a reflective record
of your engagement with module resources and activities.
Although you may not meet other participants face-to-face there will be plenty of
opportunity through Blackboard for contact with fellow participants and tutors to
support independent study. You will be given plenty of support in adjusting to online
learning. In many modules you will be working and collaborating in online forums.
This will provide you with an opportunity to experience collaborative synchronous and
asynchronous online learning, whilst also helping to build an active community of
enquiry. The course discussion forum is an important aspect of the online learning
environment and you will be expected to take a full and active part in discussions,
both with tutors and with other participants. The online discussions will be structured
around particular topics on the course and all contributions will be valued. One of the
most important resources on the course will be your fellow participants and to a large
extent many of the benefits you gain from this course will depend on the input from
and interactions with other participants. You will be encouraged to engage in
reciprocal exchange, by logging on regularly and making contributions to the online
discussions.
2.3 The Course Skills Strategy
The course is practice based and you will be provided with opportunities to
demonstrate, evaluate and develop your skills in teaching and assessment. This
process is developmental and provides you with multiple sources of feedback from
peers and the opportunity to learn from the different ways in which other colleagues
20
teach. The course is designed to facilitate reflection and development on a range of
practice based and key skills including:
• Communicating appropriately in the professional context
• Managing and organise projects and activities
• Working as part of a team
• Planning on-going professional development
• Utilising e-technologies to support learning and teaching
2.4 Blackboard
Blackboard (BB) is central to the delivery of learning and teaching on the Course.
You will find all course materials, links, administrative and induction information on
their module site. BB will also facilitate links to wider resources and support.
Communication between peers and participants and tutors will largely be through
blackboard supplemented by other means as appropriate. Coursework will be
submitted and feedback returned through blackboard.
3
How You Learn
3.1 Guided Independent Study
Each Module Handbook will have a plan of work which includes embedded guided
independent study (GIS). This may be in the form of activities undertaken online,
reading or researching, preparing teaching sessions or undertaking teaching
observations—the nature of the GIS will vary within each module and is not
prescribed for specific weeks in the calendar. One of the advantages of studying
online is that you can plan your learning time around your other responsibilities.
3.2 Study Guidance
Study guidance and learning resources are provided as relevant in the module
Blackboard sites and Module Handbooks. This includes guidance on how to
reference reading material on the course and guidance on specific assessment
methods as applicable.
The guidance for using Blackboard and other technology is provided by the WEx
online team and tutorials and other documentary support will be included in each
module. The IT support for technological problems and issues is provided by
Information Systems and Library Services through their online and phone support
mechanisms.
3.3 The Library and IT Services
Once enrolled you are automatically registered to use the University’s library and IT
services. There are four main libraries—one on each campus—offering a range of
books including e-books, online journals, online databases, DVDs and specialist
materials for your course. Computers, photocopiers and printers can also be found in
each library. Open access computer rooms are located on each campus and wireless
services are also available. Full details of the University’s library and IT services are
provided in a separate ‘Library and IT Service User’s Guide’, available from each
library. The guide covers a variety of topics, including:
• Accessing library resources on-site and from home
• Finding books, journals and past exam papers
• Requesting and renewing book loans online
• On-site WiFi access
• Copying, printing and scanning
21
•
IT training and support
For further information: westminster.ac.uk/library-and-it-services
3.4 Personal Development Planning
The course has a personal development planning process embedded through the
modules. This begins with the first module, ‘Supporting Learning’, through which you
will undertake a process of critical reflection on your practice informed by the
educational literature and multiple sources of feedback including that of peers and
tutors. This module will provide you with a practice-based portfolio. The core modules
in the programme provide an opportunity for you to plan different personal
development opportunities and to focus on these through your research and
assessment. In the module ‘Supporting Learning’ your Personal Tutor will also be
tutoring you on the module and will be providing professional development support
and guidance. They will be able to help you to plan your route through the MA HE.
You will meet regularly throughout the course with your Personal Tutor who will
support your professional development planning and advice on e-portfolio products
available to you.
At the Dip/MA stage you will have the opportunity to take a wider perspective on
learning and teaching and to engage more deeply with the issues and practices of
educational and curriculum development. You can link these opportunities for
professional development as an academic publishing in the field of education through
the WEx journal, ‘Learning Exchange’, and other educational journals.
The option modules provide opportunities for individualised personal and
professional development in the areas of e-learning, supervising research, curriculum
development or broader individualised accredited CPD negotiated through a learning
agreement.
There are staged exit points within the MA HE course that support on-going personal
and career development planning. There are also APL opportunities available to you
through which prior expertise and practice can be recognised and accredited for
experienced participants. The route through the MA HE to the Professional Doctorate
provides further scope to recognise and develop individual educational
professionalism at the highest level for experienced senior professionals aspiring to
work at the cutting edge of their area of expertise in Higher Education learning.
Advice and guidance in relation to these PDP opportunities and in planning your
programme of study will be provided by your Personal Tutor.
3.5 How you will receive and should use feedback on assessed work.
Each module will have a feedback policy guiding participants as to how this will be
provided and how it fits into the learning, teaching and assessment strategy for the
module. This policy will be published in the respective module handbook. A variety of
feedback methods will be used and you should take the opportunity to discuss
feedback with your Personal Tutor as you progress through the course.
4
How You Will be Assessed
4.1 Assessment Strategy for the Course
Assessments take a variety of formats and include practice based project work,
written coursework, e-assessments and reflective tasks aimed at enhancing
22
professional competence and confidence. The course has adopted the principles of
good practice in assessment† which are to design assessment that:
•
is rich in informal feedback (e.g. peer review of draft writing, collaborative
project work);
•
•
•
emphasises authentic and complex assessment tasks;
offers extensive ‘low stakes’ confidence building opportunities and practice;
develops participants’ abilities to evaluate their own progress and direct their
own learning;
uses high stakes summative assessment rigorously but sparingly; and
is rich in formal feedback (e.g. tutor comment, self-review logs).
•
•
Each module specification (appendix 4) demonstrates the criteria applied to
demonstrate that module learning outcomes have been met and identifies the
relationship between the criteria and specific learning outcomes.
4.2.1 Cheating and Plagiarism
As an academic community, all students and staff at the University of Westminster
are expected to demonstrate the highest standards of academic conduct. The
University’s expectation is that all grades obtained by students must result from the
student’s own efforts to learn and develop. If carried out knowingly, cheating and
plagiarism have the objectives of deceiving examiners and gaining an unfair
advantage over other students. This is unethical. It also threatens the integrity of the
assessment procedures and the value of the University’s academic awards.
While you are studying here your academic performance will be assessed on the
basis of your own work. Anyone caught cheating in tests or through coursework
assignments will be subject to formal investigation in accordance with Section 10 of
the University Academic Regulations.
It is your responsibility to ensure that you are not vulnerable to any allegation that
you have breached the assessment regulations. Serious penalties are imposed on
those who cheat. These may include failure in a module or an element of a module,
suspension or exclusion from your course and withdrawal of academic credits
awarded previously for modules which have been passed.
Typical breaches of assessment regulations are described below.
4.2.2 Plagiarism/Academic Integrity
When you submit work for individual assessment, the work must be your own. If you
have included sections of text from other sources without referencing them correctly,
then you may be accused of plagiarism.
Plagiarism is defined as submission for assessment of material (written, visual or
oral) originally produced by another person or persons, without acknowledgement, in
such a way that the work could be assumed to be the student’s own. Plagiarism may
involve the unattributed use of another person’s work, including: ideas, opinions,
theory, facts, statistics, graphs, models, paintings, performance, computer code,
drawings, quotations of another person’s actual spoken or written words, or
paraphrases of another person’s spoken or written words.
†
See Northumbria Centre for Excellence in Teaching & Learning
23
Plagiarism covers both direct copying and copying or paraphrasing with only minor
adjustments. You must keep a careful record of all the sources you use, including all
internet material. It is your responsibility to ensure that you understand correct
referencing practices. If you use text or data or drawings or designs or artefacts
without properly acknowledging who produced the material, then you are likely to be
accused of plagiarism.
Here are some simple dos and don’ts, to help you avoid plagiarism:
Do
Include references to all sources
at the point where they appear in
your text, either via a direct
reference or foot note
Always use quotation marks to
indicate someone else’s ideas
Reference diagrams, tables and
other forms of data
Include full website references
which make clear exactly which
page you referenced, e.g.
guardian.co.uk/education/2009/ap
r/18/university-life-academiccheating
Do not!
Rely on citing sources in your
bibliography without making clear
where they appear in your text
Take parts of other people’s sentences
and incorporate them into your own
writing without making clear that they
are not your own words
Assume that plagiarism only refers to
written words in prose narrative
Simply cite the top-level page and
expect your tutors to search for your
source:
guardian.co.uk/
Always check with your Module Leader or Course Leader if you are unsure about
subject-specific conventions concerning referencing and attribution (e.g. in designbased and creative subjects where there may be particular expectations about
referencing and/or copyright).
You can access a helpful tutorial about plagiarism in Blackboard. After signing
in the tutorial can be accessed from any page in Blackboard by clicking on the ‘Skills
Resources’ tab. Please consult the relevant Module Leader or your Course Leader if
you need any further advice.
4.2.3 Plagiarism Detection Service
To help eradicate plagiarism and thereby protect the value of your qualification some
modules include the requirement that your coursework must be submitted
electronically and checked by text-matching software, such as Turnitin or
SafeAssign.
If requested by your Course or Module Leader, you must submit your coursework in
electronic form to the text-matching software system used on your course, so that it
can check your work for its originality. Students should seek guidance from their
Course or Module Leader or follow the instructions on the Online Learning Website
www.wmin.ac.uk/oll.
24
4.2.4 Double-Counting
Students are also not permitted to re-present any assessment already submitted for
one module as if for the first time assessment in another module. Double counting of
assessed work is not normally allowed. If submitting work previously included in
another assessment the student should attribute the section of text from the earlier
work. This may be taken into account by the markers.
4.2.5 Working Together
Discussing ideas is part of academic life at University and you are allowed to
exchange sources and references. However, you must recognise the distinction
between sharing ideas, and collusion. This means that you must not work with others
to the extent of exchanging written materials you have prepared, such as notes or
drafts of assignments. If these types of materials are shared this will be regarded as
an assessment offence for the person who lends the material as well as for the
person who uses it. Your own work must be regarded as your own property and you
should protect it. If you are working in a shared space, log off from the PC you are
working on whenever you take a break so that others cannot access or copy your
work; take care to destroy printed drafts or copies of work, rather than just discarding
them; and, don’t give your work to others on disk. If you are working on a group
assignment make sure you understand the allocation of responsibilities between
yourself and the other members of the group.
4.2.6 Cheating in Exams or In-class Tests
You must not communicate with other students during an exam or test. You must not
take into the exam or test room any materials, notes or aids other than those officially
authorised in the examination paper. If an invigilator observes you with any prohibited
materials, notes or equipment, or observes you communicating with another student,
your actions will be investigated in accordance with Section 10 of the University’s
Handbook of Academic Regulations. Students should also remember that the
reproduction of material originally produced by another person, or persons, without
acknowledgement, in such a way that the work could be assumed to be the student’s
own is not permitted; this includes work produced in examination conditions.
4.3 Major Project/Dissertation Guidance
On the MA HE, the dissertation is broadly defined as the outcome of research
suitable for level 7. This can take either the form of:
•
A written submission of a research project of not more than 15,000 words.
OR
•
A substantial teaching resource for students of a particular subject within the
HE sector in whatever media with an accompanying theoretical written
commentary and critical evaluation of not more than 10,000 words.
Participants taking the course over two years would normally register their
dissertation or project for completion at the end of the summer studies period. You
will have a supervisor for your dissertation, and the supervision arrangements must
be settled before commencing the module using a dissertation plan. Supervision
arrangements and approval of topics are made by the Module Leader in consultation
with the course team. The first step in arranging the supervision is through a
discussion with the MA Course Leader. The module specification is also included in
this document. Formal requirements for the dissertation /project module are set out in
detail in the module handbook.
25
Dissertations should involve empirical research, or research based on literature.
Practical approaches might involve working within the University of Westminster, or
more widely within the HE sector. However all dissertations must be placed within the
context of the literature within the HE sector nationally and/ or internationally, and
must involve a strong element of critical evaluation.
Guidelines for Working with Supervisors
Jointly with the Supervisor, you should:
• Clarify your purpose in undertaking the dissertation
• Clarify expectations of the supervisor’s role
• Agree on processes for receiving feed-back from the supervisor
• Reach an agreement about distributing and utilising the time-allowance for
supervision
• Discuss the ethical implications of the research proposal and follow any
necessary WEx ethical approval processes.
In instances where aspects of your work fall outside the supervisor’s range of
expertise, supervisors may opt to refer you to colleague(s) with the necessary
background and interests.
In instances where you and the supervisor are personally or professionally
incompatible, and when one-to-one attempts to resolve difficulties are unsuccessful,
outside help will be sought. The Course Leader will be invited to participate in
negotiations. If issues of compatibility remain unresolved thereafter, you may be
allocated a different supervisor.
When problems arise (other than incompatibility), which are not resolved through
negotiation between the supervisor and you, a written record of negotiations will be
kept. Additionally, the issue will be raised with the Course Leader.
4.4 Assessment Boards and the Release of Results
All assessment marks, suggested referral opportunities, recommendations for
conferment of an award or exclusion from a course must be formally ratified by the
relevant Assessment Board. Any marks or grades released prior to the meeting of
the Assessment Board have the status of provisional marks and are identified with
an *.
The University operates a two-tier system of Assessment Boards for postgraduate
modular courses, comprising Subject Boards (for modules) and Conferment Boards
(for awards). However, in some cases a single Assessment Board may combine the
roles of Subject and Conferment Boards. Details of these Boards are set out in
Section 14 of the University’s Handbook of Academic Regulations.
Each School Registry will publish its own calendar for submission of assessment
marks and Assessment Boards. Provisional marks will be released on-line through
SRSWeb throughout each semester and marked with a *. Confirmed results will then
be released through SRSWeb once agreed by a Subject Board, and the * removed,
rather than on a single University-wide date.
Please note that if you have failed a module you need to re-check your results on or
after the University publication of results day (westminster.ac.uk/university-calendar).
26
If a Conferment Board has subsequently determined that a student should be
excluded from their course on academic grounds, that decision will override any
decision of a preceding Subject Board about reassessment in a module.
4.5 External Examiners
As part of its overall procedures for ensuring the quality of its provision, the University
appoints External Examiners to its courses (or sometimes to groups of related
courses or subject areas). Each Assessment Board will have at least one External
Examiner from another University or Higher Education Institution in the UK appointed
to it. Courses with a particular professional focus or which are accredited by a
Professional Statutory Body (PSB) may also appoint External Examiners from the
relevant PSB or industry, in order to ensure that assessment within the University
meets their expectations.
Results cannot be formally published to students unless the External Examiner(s) for
their course confirm that their agreement with the marks.
For the MA Higher Education there is one External Examiner for both the Subject and
Conferment Board.
The role of Subject Board External Examiners is to judge whether students have
been fairly assessed in relation to the objectives and syllabuses of modules and have
reached the required standard indicated by their final marks. External Examiners also
attest that assessment regulations have been fairly applied ensuring parity of
judgement for all students taking a module.
The role of Conferment Board External Examiners is to ensure the fair and equitable
application of the University’s regulations on credit accumulation, and the course
specific regulations for each award, in decisions on the award of qualifications and
specific classifications of awards to students. This includes decisions on intermediate
awards, the awards of Merits or Distinctions and decisions to exclude students from
their course of study.
5
Make your Voice Heard
The University takes your views about your course and your experience as a student.
This section of the handbook provides information on how you
5.1 The Purpose and Role of the Course Committee
The Course Leader is responsible for organising a Course Committee Meeting in
semesters one and two of each academic year. The Course Committee is the forum
for students and staff to present their views on the operation and development of the
course. As a formal Committee within the University’s Committee Structure, the
Course Committee provides an important mechanism for the collection and
consideration of student feedback. The Terms of Reference and Composition of
Course Committees are set out below. Any alternative mechanism approved for
student-staff consultation e.g. for part-time students, should accord with these Terms
of Reference and Composition.
Terms of Reference
The Course Committee has responsibility for considering the effective management
of the course, including enhancement of provision. The remit of the Course
Committee covers the:
27
•
academic welfare of students, and specifically the course induction and the
Personal Tutor system;
•
student feedback comment on course operation, curriculum content, teaching,
study skills, support, assessment, facilities, library and computing support and
administrative support;
monitoring information/comment on previous year’s course audits, operation
of course academic standards, i.e. ‘progress statistics’ of students enrolled,
progressing, graduating (and withdrawing); aggregated Module Feedback
Questionnaire data; student survey outcomes (internal and the National
Student Survey where appropriate); summaries of external examiners’
reports; reports of University Review Panels and University Validation Panels
or external bodies which accredit the course; and
consultation on proposed changes to module content, assessment and/or
course structure.
•
•
The Course Committee minutes provide part of the evidence base for the annual
monitoring exercise conducted each year by the School, and the periodic review of
the course conducted by the University (normally every six years).
Composition
• Elected student representatives, forming 40% - 50% of total membership,
including representation from all modes of study and subject areas as far as
possible
• Course Leader and/or Deputy Course Leader
• Dean of School or Head of Department
• Full-time staff teaching the course, to include representatives of all major
subject areas
• One member nominated by Information Systems & Library Services (ISLS)
• One member of administrative support staff nominated by the Campus
Registrar
Total membership should not exceed 30. The quorum shall be 40% of the approved
membership. Where it is not possible for student representatives to attend face-toface meetings the course team will set up alternative methods of communication
such as video conferencing or an online discussion forum.
Good Practice in Committee Organisation
• The Course Leader should organise a pre-meeting for all student
representatives in advance of the first Course Committee meeting of the
session, and provide copies of the previous year’s Course Committee
minutes;
• Agendas should be circulated one week ahead and put on course notice
boards/ Blackboard sites to allow for items to be researched and responded
to by inviting relevant parties to respond;;
• Meetings should be held at least once each semester but preferably twice;
• A Secretary should be appointed from the School Registry Office and should
be responsible for posting minutes and the associated actions and outcomes
on the Blackboard site;
• Issues raised at the Course Committee should be reasonably representative
of the student and/or staff group and not just of a minority;
28
•
•
Urgent practical problems (e.g. access to IT facilities or teaching rooms) are
to be raised with the Course Leader and/or Head of Department in-between
Course Committee meetings, rather than delayed;
Issues raised at the meeting and decisions taken are recorded on an ‘action
list’, and draft minutes or notes should be approved by the Chair and
circulated within three weeks of the meeting and the list of actions reported
back to the next meeting as ‘Matters Arising’.
5.2 How Course Representatives will be Selected
Representatives will be volunteers from the student body. If the numbers of course
representative volunteers exceeds the permitted total membership an election will be
held.
5.3 What Happens to the Discussions held at the Course Committee
The action points will be followed up by the appropriate member of staff who will
report back to the committee. All minutes and action points will be posted on a link
from each module blackboard site.
5.4 Module Feedback Questionnaires
Each module leader will collect feedback through an online questionnaire or other
appropriate mechanism during the module and elicit interim feedback. The standard
University online module feedback questionnaire is sent to all participants completing
a module and analysis and feedback provided to the module leader. These feedback
mechanisms are used in the on-going module development and in module monitoring
processes. The resulting module leaders’ reports are considered in annual
monitoring processes and at course team meetings. Module feedback is reported
through the relevant blackboard site with tutor responses year on year.
5.5 Student Experience Survey
The Student Experience Survey is held once a year for all first and second year
undergraduates and all taught postgraduate students and will seek your opinions on:
• The teaching on your course
• Academic support
•
•
Skills development and employability
Learning resources
•
•
Welfare resources and facilities
Representation and social opportunities
The results are made widely available within the University and Schools are asked to
identify any action they need to take to enhance the student experience as a result of
the survey outcomes.
6
What to do If Things Go Wrong
6.1
Mitigating circumstances
If illness or other unforeseen circumstances unavoidably prevent you from
completing your assessed work, or submitting it on time, you can submit an
application for Mitigating Circumstances (MCs) to be taken into consideration. If your
MC claim is accepted it will result in one of the following outcomes:
29
•
Your original mark will be reinstated (for late work submitted up to 10 working
days after the published deadlines);
•
You will be offered an opportunity to sit the assessment without penalty at the
next available opportunity as a Deferral (in cases where you have missed an
assessment entirely).
The University operates a fit-to-sit policy for assessment. This means that if you
submit a piece of coursework or attend an exam or other time-limited assessment,
you are deemed to have declared yourself fit to attempt the assessment and must
accept the result of the assessment.
If you have missed a significant part of your studies due to ill health or other personal
problems, you must speak to your Course Leader and Personal Tutor, to discuss
whether you should suspend studies or request deferrals either for the individual
assessments, or entire modules. If you do so, it is very important that you seek
guidance from a Student Advisor in the Counselling and Advice Service, as
suspension of studies may have a serious impact on your student funding.
If you are taken ill during an examination, you must notify the invigilator of the reason
for leaving the examination and you must go to your doctor, or an A&E unit (in more
serious cases), to obtain a diagnosis, which you will need when you submit your MC
claim.
If you miss an assessment or submit work late, you should submit an application in
writing using a Mitigating Circumstances claim form to your School Registry,
supported by original documentary evidence (e.g. a medical certificate), at the
earliest available opportunity.
MC claims will be considered, when submitted, by at least two members of the
School Mitigating Circumstances Board. It is in your best interests to submit your
claim as quickly as possible, normally within one month of the circumstances
occurring, as you will receive a decision on your claim much earlier and will be in a
better position to plan your studies for the remainder of the year. A claim of mitigating
circumstances should be submitted as close as possible to the deadline of the piece
of assessment in question (see Section 11 of the Handbook of Academic
Regulations). A School Mitigating Circumstances Board will meet at least twice a
year in order to review decisions made to ensure consistency. Please note that
retrospective claims will not normally be considered, especially in cases where the
claim is being made after the release of the results for the assessment in question.
If you do submit an MC claim, you should not assume that it is necessarily going to
be accepted; it is your responsibility to make sure that you complete all assessment
requirements in a module as far as possible.
It is very important that you read Section 11 of the Handbook of Academic
Regulations, on Mitigating Circumstances, to find out what to do if you miss the
deadline for any piece of work; in most cases it is crucial that you submit the work or
participate in the assessment as soon as you possibly can. Late work will not
normally be accepted if it is received more than ten working days after the original
coursework deadline. If other students have already had their marked work returned
the same assignment cannot be marked once submitted late.
Your MC claim will be considered and a decision made by at least two members of
the Mitigating Circumstances Board. The Mitigating Circumstances Board’s decision
30
will normally be communicated to you by e-mail within five working days of the MC
claim being submitted (please note during busy periods a response may be
communicated up to ten days from the MC claim being submitted) . It is your
responsibility to obtain the outcome of your mitigating circumstances claim. This
decision is later communicated to the Subject Board, which meets at the end of the
year to formally ratify all of the results for your course.
The University-wide criteria by which claims will be judged are standardised for
reasons of fairness and these are published in detail in Section 11 of the Handbook
of Academic Regulations, which you should read before submitting any claim. The
criteria for acceptance or rejection of an MC claim reflect work-based standards of
conduct and performance, and only those circumstances which are demonstrably
serious and likely to have affected your academic performance will be considered.
6.2 Penalties for Late Submission of Coursework
The University operates a two-tier penalty system for late submission of coursework
and in-module assessment. This regulation applies to all students registered for an
award irrespective of their level of study. All University coursework deadlines are
scheduled between Monday and Thursday inclusive. Where possible, the submission
day will coincide with the day the module classes are normally taught. However, the
University does not allow submission deadlines to be set for Fridays.
If you submit your coursework late but within 24 hours or one working day of the
specified deadline, 10% of the overall marks available for that element of assessment
(i.e. 10%) will be deducted, as a penalty for late submission, except for work which
obtains a mark in the range 50 – 59%, in which case the mark will be capped at the
pass mark (50%).
If you submit your coursework more than 24 hours or more than one working day
after the specified deadline you will be given a mark of zero for the work in question.
Late work and any claim of Mitigating Circumstances relating to coursework must be
submitted at the earliest opportunity to ensure as far as possible that the work can
still be marked. You will normally have the right to submit coursework 10 working
days after the original deadline. Once the work of other students has been marked
and returned, late submissions of that same piece of work cannot be assessed.
6.3 What to Do if You Fail a Module
For details on University regulations and procedures in the case of failure in a
module or element of a module, please refer to the Modular Framework for
Postgraduate Courses published in the Handbook of Academic Regulations for
further details. You should note that, in order to be eligible for the award of a Master’s
degree, the maximum number of credits that can be attempted is 240 credits.
Therefore if a student fails and does not pass on reassessment (if offered) modules
that will take their number of credits over this limit, then they will not be eligible for the
award of MA Higher Education.
6.4 Suspending from the Course
The University allows a student to suspend from their course for a period of one
academic year.
31
If you think you need to suspend your studies you are advised to speak to a Student
Adviser or the Students’ Union before making any final decision. You need to make
yourself aware of any financial implications your decision might have and bear in
mind the maximum periods of registration for the course. It is then your responsibility
to:
•
•
discuss the suspension with your Course Leader or Personal tutor;
inform the School Registry of your decision in writing; and
•
contact the Course Leader and School Registry 6-8 time weeks prior to the
enrolment period.
Please see the Modular Framework for Postgraduate Courses for full details of the
regulations on suspension which gives information on liability for fees and
implications for any deferred or referred assessments.
6.5 Withdrawing from the Course
If you decide to withdraw from the course please speak to your Course Leader or a
Student Advisor before making a final decision. Once you have decided to leave the
course, it is your responsibility to inform the School Registry in writing of your
decision.
You should be aware that if you withdraw from the course you may be liable for the
payment of the full tuition fee for that semester/academic year.
Please note that the School Registry will inform Student Finance England about your
withdrawal from the course, if applicable. If you are a student on a visa sponsored by
the University and suspend or withdraw from studies, the University will be obliged to
inform the UK Border Agency.
6.6 Changing Course
If you want to change your course for another within the University, you must discuss
this request with both your current Course Leader. It is also recommended that you
speak to a Student Advisor. It is then your responsibility to ensure that you have
obtained the full agreement from both your current and the new Course Leader and
completed the standard form, which is available from the School Registry. This
process must be completed before changing course. There is no guarantee that once
you have been accepted onto one course at the University that you will be able to
transfer to another.
Please contact the School Registry for further information.
6.7 Complaints Procedure
The University is committed to providing a good quality service to students. However,
it is acknowledged that there may be times when individuals may experience a
quality of academic or service delivery which they feel falls short of the standard
reasonable expected by the University.
In such cases, you may feel that it is necessary to make a written submission setting
out your concerns. You will find information on the procedure for making complaints
on the Academic Services Department website:
westminster.ac.uk/student-complaints.
32
7
Course Regulations
7.1 MA in Higher Education
To be eligible for the award of Master’s degree, a student must have:
a) passed modules worth at least 180 credits at Level 7
b) attempted (see definitions in appendix 2) modules worth no more than
240 credits (under this regulation a first attempt of any module will count
as an attempt, and a reattempt of any module that a student has failed will
count as a further, separate attempt. Reassessment (referral) following
failure at the first attempt will not count as a further separate attempt; and
c) passed :
– Supporting Learning
– Working with Educational Literature
– Researching Educational Issues and Practices
– A 60 credit Dissertation
The University may award a Master’s degree with Merit to a student where an
average of at least 60% has been achieved in modules at Level 7.
The University may award a Master’s degree with Distinction to a student where an
average of at least 70% has been achieved in modules at Level 7.
7.2 Intermediate Awards
Students who are unable or do not wish to complete the MA Higher Education may
be eligible to claim an intermediate award as described below. If a student plans (for
whatever reason) to leave the course they are registered for and so wants to claim
an intermediate award, they must notify the Course Administrator, Westminster
Exchange in writing. The University will then confer any intermediate award for which
they are eligible at the next available opportunity.
7.2.1 Postgraduate Diploma in Higher Education
To be eligible for the award of a Postgraduate Diploma, a student must have:
• passed modules worth at least 120 credits at Level 7; and
• passed ‘Supporting Learning’.
The University may award a Postgraduate Diploma with Merit to a student where an
average of at least 60% has been achieved in modules at Level 7.
The University may award a Postgraduate Diploma with Distinction to a student
where an average of at least 70% has been achieved in modules at Level 7.
7.2.2 Postgraduate Certificate in Higher Education
To be eligible for the award of a Postgraduate Certificate, a student must have:
• passed modules worth at least 60 credits at Level 7; and
• passed ‘Supporting Learning’.
The University may award a Postgraduate Certificate with Merit to a student where
an average of at least 60% has been achieved in modules at Level 7.
The University may award a Postgraduate Certificate with Distinction to a student
where an average of at least 70% has been achieved in modules at Level 7.
7.2.3 Postgraduate Certificate of Special Study
33
To be eligible for the award of a Postgraduate Certificate of Special Study in (Module
Title), a student must have passed a module worth 20 credits at Level 7
7.3 Maximum Periods of Registration
The University normally expects a student to complete their award within the
following maximum periods of registration (in years).
Master’s degrees
Pg Dip
Pg Cert
Full-time Study
4
2
1
Part-time Study
5
4
3*
*In special circumstances the university can approve two years of suspended study
which would increase the maximum period of registration to four years.
7.4 Exclusion from the Programme of Study on Academic Grounds
In certain circumstances, usually where students have failed a significant proportion
of modules attempted, a student may be excluded from their course on academic
grounds. Please refer to the Modular Framework for Postgraduate Courses published
in the Handbook of Academic Regulations for further details. This is available on the
Academic Services Department website westminster.ac.uk/academic-regulations.
7.5 Course Specific APL Regulations
The full University APL Regulations can be found at westminster.ac.uk/academicregulations. The following are approved variations from the University regulations.
Where prior learning is directly relevant to a named/core module specific credit may
be given against that named module. The student will, in addition to gaining credit, be
exempt from that module. This means that the University treats the student as having
completed the module for the purposes of pre-and/or co-requisite requirements.
Where the subject is relevant but there is no direct core or option module match, a
volume and level of specific credit may be given towards the named award and
assigned to one or more options.
Note: Credit cannot be awarded until the appropriate course fees have been paid.
There is no additional charge for the processes of accreditation through procedures
for accrediting prior certificated learning. There will be a charge for the guidance and
assessment processes associated with the accreditation of prior experiential learning
(APEL).
A student who has been awarded APL credits must pass a minimum of credits at
level 7 as follows in order to achieve a University postgraduate award:
• Pg Cert HE 20 credits
• Pg Dip HE 60 credits
• MA HE 90 credits
Where significant credit is given e.g. for a stage of an award, the prior learning
equivalence will be judged in relation to the course’s learning outcomes, level
descriptors and relevance of subject content and skills as appropriate. The cross
mapping of individual elements of prior learning to individual modules is not
considered necessary unless this is essential to the programme for which the credit
is claimed.
34
8
Your Rights and Responsibilities as a Student
The University’s Essential Westminster student guide is available at
westminster.ac.uk/essential-westminster. This includes information on your rights
and responsibilities as a student of the University of Westminster and it is important
that you make yourself aware of these rights and responsibilities.
The University’s rules and regulations are published in the interests of fairness,
consistency and transparency. Your signature on the enrolment form signifies that
you undertake to abide by the University’s regulations. It is therefore important that
you take the time to read and understand them. The University Handbook of
Academic Regulations is available at westminster.ac.uk/academic-regulations.
35
APPENDIX 1: Support Services
The following links will provide further information about the University and how it can
support you throughout your studies and also your rights and responsibilities you
have as a student at the University of Westminster.
Academic Services Department:
westminster.ac.uk/academic-services-students
University Services for Students
• Career Development Centre
This service can help you plan your future by providing quality information, advice
and guidance on the options to consider when you leave the University of
Westminster, and enhancing your employability while studying. Information is
available on graduate work, internships, part-time work during your studies and
voluntary opportunities within charities.
You may use the service at any stage but we would advise you to make contact early
in your course. Full details of all vacancies advertised by the Career Development
Centre are available through the Prospects Net vacancy and event system on the
website. There are also Information Rooms based at 101 New Cavendish Street and
the Harrow campus, containing a range of comprehensive careers resources.
For further information please go to www.westminster.ac.uk/careers
• Counselling
Confidential counselling is available to all students on personal and emotional
matters, including study-related anxieties, relationship difficulties, stress and mental
health concerns. Both individual and group counselling is available.
There is also mentoring programme available to support those students who have
long-term mental health problems. Throughout the year there are workshops and
events on issues of concern to support you.
Counselling is available in central London and Harrow campus throughout the year.
For further information visit councelling@westminster.ac.uk
• Student Advice Service
This service is provided in central London throughout the year and at Harrow during
term-time. A team of specialist Student Advisers provides a range of information and
advice on practical and financial issues, including those relating to:
• Student Finance entitlement for UK and EU students
• Tuition fee status
• Social security benefits
• Suspending, withdrawing or changing course—effects on funding
• Tax and national insurance
• Visas and work permits – visa clinics are held twice a week. It is very important
that you get advice about your visa before you make any application to the
UK Boarder Agency.
Financial Capability Adviser: A specialist financial capability adviser is available to
offer guidance on managing your money and avoiding or dealing with debt.
36
International Student Advice: The International Student Adviser organises the
International Student Welcome Programme for international students when they first
arrive, and continues to provide help and advice to international students during their
studies. One-to-one support is available to students who are finding it difficult to
settle in, feel lonely or are suffering from the effects of culture shock.
Please visit our website for further information:
www.wmin.ac.uk/page-1318
Student Advice Service
First Floor
101 New Cavendish Street
London W1W 6XH
Tel: +44 (0)20 7911 5000 ext. 66080
studentadvice@westminster.ac.uk
Harrow (term-time only)
Maria Hewlett Building
Watford Road
Northwick Park
Harrow HA1 3TP
Tel: +44 (0)20 7911 5000 ext. 4023
studentadvice@westminster.ac.uk
• Unilet Student Housing Services
Provide help and advice in securing accommodation.
westminster.ac.uk/study/student-accommodation
• International Office
westminster.ac.uk/study/international
• Student Health Services
wmin.ac.uk/studenth
37
APPENDIX 2: Glossary of Commonly Used Regulatory Terms
Postgraduate Courses
All students should make sure that they access, for reference, a copy of the current
edition of the Handbook of Academic Regulations. The following glossary should be
read in conjunction with Section 18, the Modular Framework for Postgraduate Courses.
The full text of all academic regulations may be read on-line at the Academic
Registrar’s homepage at: westminster.ac.uk/academic-regulations.
Attempt
To register for a module and not withdraw from that module or course by the
specified deadlines. Critically, if a student decides to withdraw from a module or their
course but does not complete the necessary notification forms by the due date they will
be deemed to have failed the module i.e. to have used up one attempt and the
associated modular credits. Therefore, particular care should be taken to ensure that a
Change of Module Registration form is completed before the published deadline,
and/or that written notification of withdrawal from the course is provided before the
Subject Board meets to consider the results of the module for that semester.
Pass
The overall pass mark for all Postgraduate Level modules is 50%. Additionally, some
modules may also specify a minimum level of achievement in any or all of the
assessed elements within the module. This will be stated in the module syllabus and/or
award specific regulations and students should be notified of these requirements in
writing within two weeks of the start of the module. A module may include both
coursework and examination elements of assessment. The validated Course
Handbook and the detailed module guidance must specify the mode of assessment for
each module and the weighting of these elements.
Fail
The regulations specify a module pass mark of 50% for postgraduate courses. In the
event of failure of a postgraduate module, the Subject Board may offer students who
achieve an overall module mark greater than or equal to 40% one of the following
options:
(i)
a refer in all or specified parts of the module concerned;
(ii)
a retake of the module with attendance.
Refer/Referral/Referred
If a student fails to achieve an overall pass in a module and/or a satisfactory standard
in any part of the module, a Subject Board may decide, at its discretion, to allow the
student to be referred (to resubmit coursework or resit exams for part or the entire
module) in accordance with the threshold in the module specific regulations. The
Subject Board will specify the date for referred work in accordance with the approved
University Calendar: westminster.ac.uk/university-calendar. A student will not
normally be reassessed in a part of the module assessment in which they have
already achieved the pass mark.
Any student who is offered a referral but who does not take up the offer will retain the
fail mark originally recorded for the module. The overall mark for any module
successfully completed following a referral will be capped at the pass mark (50% for
postgraduate modules) irrespective of the actual mark the student achieves.
38
This term ‘refer’ is used on student transcripts and profiles to indicate that a Subject
Board has agreed to offer the student the opportunity of referral (reassessment) in a
module. Students are reminded that when they are referred in a module or any part of
a module the overall mark will be capped at the pass mark (50%) regardless of the
actual mark they achieve.
Retake
Where a student has failed a module, the Subject Board may permit the student to
retake the module. Retaking a module means to study the module again with
attendance and payment of the module fee. The student must re-register for the
module and complete all assessments (e.g. all coursework, practicals, in-class tests,
critical reviews of studio work, examinations or other form of assessment requirements.
This applies regardless of the marks the student achieved in any element of
assessment at the first attempt.
The actual marks awarded in a second attempt will be capped at the pass mark (50%)
irrespective of the actual marks achieved.
Modules may be attempted only twice (i.e. a first attempt and a subsequent reattempt). At the discretion of a Subject Board, a student may be offered the opportunity
of refer once only on each occasion that they attempt the module provided that they
have achieved an overall module mark of greater than or equal to 40% initially.
For the purposes of counting the number of credits that have been attempted towards
the award of a Master’s degree, a student must not have attempted more than 240
credits (details in the Modular Framework for Postgraduate Courses). A first attempt of
any module will count as an attempt, and a retake will count as a further separate
attempt. However, a refer following failure at the first attempt does not count as a
further separate attempt.
For example, if a student is reassessed in a 20 credit module following failure at the
first attempt, then the first attempt and the refer will count as 20 credits attempted (in
total). If a student then retakes a 20 credit module following failure in that module at the
first attempt, the first attempt and the retake shall together count as 40 credits
attempted (irrespective of any reassessments).
Differences between Refer and Retake
A student being referred in a module would not normally need to repeat components
of the assessment for the module that had already been passed. A student retaking
a module must complete the full assessment requirements irrespective of marks
achieved at the first attempt in individual components of the assessment.
A student being referred in a module would only be required to undertake
assessment would not have to pay the module fee again. A student retaking a
module would have to repeat the whole module with attendance and would have to
pay the full module fee again.
A refer does not count as a further separate attempt for the regulations governing the
maximum number of credits that can be attempted for a Master’s degree (240
credits, see the Modular Framework for Postgraduate Courses). A retake does count
as a further attempt for these purposes.
39
Deferral
This term is used on student transcripts and profiles to indicate that a student has been
granted permission for a late assessment (or in some cases a further assessment) by
a given date (this will usually be as a result of a successful outcome of a student’s
Mitigating Circumstances submission). In the case of a deferred assessment, the
student will be awarded the actual mark achieved (i.e. there is no penalty and the mark
is not capped). Deferral coursework and examination opportunities are detailed in the
Academic Calendar: westminster.ac.uk/university-calendar. For further details please
contact your School Registry.
Pre-requisite
Students may have to have achieved a condoned credit at Level 4 or pass a certain
module before they can study another. In this case the first module is defined as “prerequisite” for the second module. Unless the course specific regulations require a pass
in the pre-requisited module, a condoned result will suffice.
Co-requisite
Modules may be linked in such a way that a student is required to attempt one module
at the same time as another, in which case the two modules are defined as “corequisites” for each other.
Dis-requisites (or restricted)
Modules may be linked in such a way that registration for a particular module may
not be permitted if a student is currently studying or has previously studied a module
with a similar syllabus which has been designated as a dis-requisite, or which has
approved access restrictions.
Student Module Profile
Students can access a student module profile via SRSWeb. This shows the
module(s) for which they are registered, module results for modules which they have
attempted and re-assessment opportunities, where applicable; as well as results for
previous academic sessions. Notes to accompany this are available via SRSWeb
and the School Registry.
Transcript
A transcript is issued upon completion of a course. It is the University’s formal record
of achievement of modules passed or condoned, percentage marks and total number
of credits awarded to a student. It also confirms the level, title and classification of the
final award. Students can request a transcript either to give to an employer, or an
admissions tutor for a programme of further study, or for the purposes of credit
transfer.
40
APPENDIX 3: Generic Grading Criteria
MA Higher Education Generic Grading Criteria
These descriptions are intended to indicate the intellectual and other qualities
expected for a pass in written coursework Master’s level, and the characteristics that
indicate work of quality for the higher classifications.
Please also note:
• There is an expectation that written assessments will be grammatically
correct, with accurate spelling and punctuation, and that you will have proofread your work. Poor or careless presentation will reduce the mark that would
otherwise be indicated.
• Module Leaders, when setting questions and tasks, tell you through the verbs
they use the types of intellectual skills and attributes that form the core of the
assessment (e.g. critique, evaluate, develop), as well as specifying the
informational/theory focus. You need to pay attention to both aspects.
• The relative importance given to the different qualities will vary from
assessment to assessment and from module to module. You will need to
judge this from the nature of the assessment question or task, the learning
outcomes that the assessment relates to, and any specific criteria given with
the assessment question or task. For example, if the assessment is a critique,
then lack of critique will result in a fail mark for that piece of work regardless
of other positive qualities. The threshold criteria for a pass will be given in the
Module Handbook for each assessment.
Level 7 – Master’s
This level of work is characterised by independent thinking shown through partly
through the ability to look at an argument or a piece of evidence as constructed at a
particular time for a particular purpose and from a particular view-point. It is also
characterised by the ability to draw on your own professional experience to test
theory, to synthesis new solutions and understandings, and to develop an argument
to support your point of view. Within the MA HE you will be drawing on research and
educational/wider literature as well as your own reflections and those of other
practitioners in order to critique/develop your professional practice.
Requirements for a pass – (50 – 59%)
The ability to:
• summarise scholarly texts, distinguishing between points in the argument and
supporting illustrations;
• analyse and evaluate complex issues / phenomena / situations in your
field/practice, drawing selectively on a range of sources and perspectives to
show systematic understanding of an aspect of practice, and propose
solutions, explanations and/or enhancements;
• evaluate a piece of work to in relation to background factors, and in terms of
its relevance to your own field of practice;
• identify and access relevant literature using library and electronic resources;
and
• consider how your own background and experience might influence your
thinking;
Writing/Evidence that is:
• is structured appropriately for the type of presentation requested; and
• signposts to the reader how it is developed, with use where appropriate of a
general and section introductions, summaries and conclusions.
41
Requirements for a merit – (60 – 69%)
Work at this level is characterised the framing or description of the issue,
phenomenon or site that is selected so that it gives direction to and rationale for the
coverage of theory / argument that is explored. The development of the argument
evidences a detailed knowledge of the literature that is selectively and critically
applied to the issue/practice. The work includes additionally the;
The ability to:
• summarise reading for relevance rather than following the original structure,
and to evaluate ideas comparatively in relation to each other and with
relevance to the task; and
• identify and consider the significance of an author’s assumptions.
Writing that:
• routinely considers the impact of one’s own perspective and assumptions in
the evaluation of others’ work (beginnings of reflexivity); and
• includes a rationale for what is included / omitted that is congruent with the
argument developed and begins to anticipate reader’s questions.
The work will use structure and signposting to enhance meaning.
Requirements for a distinction – (70 – 100%)
Work at this level is usually characterised by the development of an argument that is
led by independent thought, and that shows how that thought connects to texts in the
field. In this way it shows synthesis and criticality. The work includes additionally the;
The ability to:
• plan work so as to enable the analysis of complexity (within the word-count)
without leaving logical avenues unexplored;
• demonstrate evidence of extensive reading/ research; and
• provide substantial evidence of independent critical thought and a reflexive
approach.
Characteristics of a fail – (0 – 49%)
• Work that repeats examples rather than extracting key points of theory /
argument that are relevant to the situation;
• Work that does not attempt to draw out background factors and assumptions
of sources (lack of critical approach);
• Work that lacks one or more of the threshold components asked for (which
includes aspects of analysis, evaluation, reflection etc.);
• Work that is not structure with an introduction, a coherent argument
developed in related paragraphs and sections, and with a conclusion.
42
APPENDIX 4: Module Proformas
WEXE701
Supporting Learning
Short Module Title: SL
Module Code: WEXE701
Credit Level: 7
Credit Value: 20 credits
Length: 1 Semester
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Jennifer Bright
66025
j.bright@wmin.ac.uk
Host course:MA Higher Education
Status: Core for HEA Associate Status Accreditation (stage 1)
Subject Board: Westminster Exchange Postgraduate Assessment Board
Pre-requisites: Entry requirements
Co-requisites: None
Assessment:
100% Coursework Portfolio
Study Abroad: n/a
Qualifying Mark(s) for Assessment(s): 30%
Special features: None
Access restrictions:
This module requires that participants on the course have access to a minimum of 15
hours of teaching and/or learning support activities in a HE context which will form
the basis of the reflective practice element of the course. It is suitable for anyone who
teaches or supports the student learning experience including PhD students, parttime visiting lecturers, librarians, research fellows, work placement staff and
technicians.
Summary of Module
This module provides the opportunity for participants to reflect upon and to develop
their professional practice in teaching and/or Supporting Learning in HE. It provides
the opportunity to explore key concepts, challenges and the application of evidence
informed practice in teaching and supporting learning. The module includes peer
observations, the opportunity for personal inquiry into practice in your own context
and mentoring support.
Keywords: teaching; learning; education; researchers; training.
NB: Information above this line will be used for SITS.
Module Aims
This module aims to provide developmental opportunities for you to reflect upon your
practice in teaching/Supporting Learning and to develop and explore different
approaches to teaching and/or Supporting Learning in your own context.
Learning Outcomes
On the successful completion of this module, you will able to …
1. Design and plan learning activities in your own professional/subject context
2. Reflect on how students learn, both generally and in your own context/subject
3. Promote inclusive practices to facilitate the development of learning communities
4. Demonstrate an evidence-informed approach to critically evaluating and developing
your own practice in teaching and/or Supporting Learning.
43
Indicative Syllabus Content
In taking this module you will explore key concepts relating to student learning in your
own context. These concepts will underpin a process of critical reflection through
which you analyse and develop your own practice in relation to key
• challenges
• issues
• theory/literature
• principles and models of best practice
You will be encouraged to consider current thinking in pedagogic practices in relation
to designing, delivering and Supporting Learning in HE through a reflective process
using multiple feedback sources. The module activities will include an exploration of
the nature of the student learning and teaching experience in your own context, an
observation of your own teaching/supporting learning activities, and that of others,
and an investigation of relevant literature/theory. Throughout the module you will also
be investigating the role of learning technologies in developing teaching and learning
communities. The aim of the module is to develop a culture of quality enhancement
in teaching and supporting learning through learning and teaching design and
evaluation processes.
Module topics and themes supporting this process include:
• the scholarship of learning and teaching and linking teaching and research;
• reflective practices and using student feedback for evaluation and
development;
• threshold concepts, graduate attributes and signature pedagogies;
• learning design, planning and student engagement;
• learning design, sustainability and ethics;
• managing the learning environment;
• using technology to enhance student learning;
• student-centred and activity-based learning;
• facilitating student learning in different subject contexts and in face to face
and online environments;
• facilitating one to one, small group and whole group learning;
• inclusive practices and using student diversity as a resource; and
• personal and professional development planning.
Learning and Teaching Methods
• Work-based learning including teaching/supporting learning practice (15
hours minimum) plus observation of peer practice.
• On-line learning of approximately four hours per week.
• Self-directed study and recording of on-going reflections on practice for
portfolio building and assessment, together with professional practice
conversations with your Mentor/WEx Tutor, will comprise the remaining one
hundred and thirty-seven hours of this 20 credit module.
Assessment Rationale
The assessment of the module is through a portfolio as this is an appropriate
approach to assessment of work-based learning. You will be required to demonstrate
that you are reflecting on your practice, that you are critically evaluating aspects of
your work in the light of the literature and other feedback sources, that you are
developing plans for improving your practice and identifying your on-going continuing
44
professional development. You will gain in-module feedback on your formatively
assessed work. This feedback will consist of written comments and, if necessary, a
follow up tutorial.
Practice Portfolio
1. The assessment will include a formative piece of work that is compulsory but
ungraded and which is submitted for feedback. This will combine reflective
practice and academic writing.
2. The portfolio will consist of a reflexive commentary that integrates theory and
practice supported by practice-based feedback from different sources. These
will include two teaching practice observations by an experienced peer in your
workplace (one of which may be a WEx tutor) plus an observation of a peer.
The portfolio will provide a place for you to evidence and plan your on-going
professional development in teaching and/or supporting learning.
Assessment Criteria
In order to achieve a pass for the module, you will demonstrate that you have:
• reflected on your own understanding of how students learn both generally and
in your own context (LO2);
• integrated evidence drawn from other reading / research with your personal
experience and reflections and other sources of feedback (LO4); and
• planned on-going developmental activities in relation to developing inclusive
practice in teaching/supporting learning (LO1, LO3).
Assessment Methods and Weightings
Portfolio (3,500 words)
Weighting
Qualifying mark/set
100%
30%
Formative assessment (1500 words)
Ungraded
Sources
Essential Reading
Biggs, J. and Tang, C. (2007), Teaching for Quality Learning at University. (3rd ed.):
SRHE and Open University Press.
Further Reading
Benson, R. and Brack, C. (2010) Online Learning and Assessment in Higher
Education Cawston UK: Woodhead Publishing
Campbell, A. and Norton, L. (2007) Learning, Teaching and Assessing in Higher
Education: Developing Reflective Practice, Learning Matters Ltd.
Cousin G (2008) ‘Threshold concepts: old wine in new bottles’ in: Land, Meyer and
Smith (eds), Threshold concepts in the disciplines, RoutledgeFalmer
Donald, Janey Gail (2002) Learning to Think: Disciplinary Perspectives, Jossey-Bass
Higher and Adult Education Series.
Fry,H., Ketteridge, S. and Marshall, S. (2008) A Handbook for Teaching & Learning
in Higher Education: Enhancing Academic Practice, Kogan Page.
45
Gurung, Regan A R, Chick, N,L., Haynie, A. (2008) Exploring Signature Pedagogies:
Approaches to teaching disciplinary habits of mind. Publisher: Stylus Publishing
Irons, A., (2008) Enhancing learning through formative assessment and feedback.
Abingdon: Routledge.
Jarvis, P., Holford, J. and Griffin, C. (2003). The Theory and Practice of Learning,
2nd ed., London: RoutledgeFalmer.
Jarvis, P. (2006) The Theory and Practice of Teaching, 2nd ed., London:
RoutledgeFalmer.
Jaques, D and Salmon, G. (2007) Learning in Groups: A handbook for face to face
and online environments. Routledge.
Light, G. and Cox, R. (2002), Learning & Teaching in Higher Education: The
Reflective Professional. London: Paul Chapman Publishing.
Moore, S. (2008) Supporting Academic Writing Among Students and Academics
(SEDA Special 24).
Morss, K. and Murray, R. (2005) Teaching at University: A Guide for Postgraduates
and Researchers, Sage.
Palfreyman, D. and McBride, D. (eds), 2007. Learning and teaching across cultures
in higher education. Basingstoke: Palgrave Macmillan.
Race, P. (2001). The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and
Assessment. 2nd.ed, Kogan Page, London.
Race, P. (2008) Make learning happen: A guide for post compulsory education.
Ramsden, Paul (2003). Learning to Teach in HE. 2nd.ed. Routledge.
Indicative Journals
Active Learning
ALT-J - Research in Learning Technology:
alt.ac.uk/alt_j.html
Higher Education Quarterly
International Journal of Web-Based Learning and Teaching Technologies (IJWLTT):
igi-pub.com/journals/details.asp?ID=4286
Innovations in Education and Teaching International
Journal of Further and Higher Education
Practice and Evidence of the Scholarship of Teaching and Learning in Higher
Education [Online refereed journal] Available:
pestlhe.org.uk/index.php/pestlhe/article/view/86/204
Studies in Higher Education
Teaching in Higher Education
General Learning and Teaching sites
Supporting New Academic Staff (SNAS) Web site
heacademy.ac.uk/ourwork/supportingindividuals/newacademics
SNAS provides a searchable web site from which you can access subject and topicfocused reading and references on a variety of teaching, learning and assessment
issues. They have been provided by the Subject Centres to support your professional
development as teachers and support reflective thinking and assessment writing.
46
HE Academy web site
heacademy.ac.uk
Quality Assurance Agency
qaa.ac.uk
Staff and Educational Development Association (SEDA)
seda.ac.uk/
Evidence Net
HEA site for current evidence relating to learning and teaching in Higher
education
heacademy.ac.uk/evidencenet
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
47
WEXE702
Assessment and Feedback Practice
Short Module Title: AFP
Module Code: WEXE702
Credit Level: 7
Credit Value: 20 credits
Length: 1 semester
School and Department:
Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Helen Pokorny
66022
h.pokorny@wmin.ac.uk
Host course: MA Higher Education
Status: Core for HEA Associate Status Accreditation stage 2
(plus Supporting Learning)
Subject Board: MA HE
Pre-requisites: None
Co-requisites: None
Assessment:
100% Coursework:
Group presentation and individual review
Individual Report
Study Abroad: N/a
Qualifying Mark(s) for Assessment(s): 30%
Special features:
Access restrictions:
This module is practice based and participants will normally need to teachers in HE.
Summary of Module
This module examines the role that assessment plays within the overall learning
process. It covers two main areas: firstly, assessment and quality assurance and
secondly, the role of assessment and feedback in the learning process locating
assessment and feedback as an integral part of the teaching and learning process. It
considers assessment from the perspective of learning communities exploring issues
that arise from assessment practice including designing authentic assessment, the
use of assessment criteria, designing feedback, equality of opportunity and
understanding plagiarism.
NB: Information above this line will be used for SITS.
Module Aims
This module examines the role that assessment plays within the overall learning
process. It considers the role of summative assessment as a key element in the
process of curriculum alignment along with issues of marking, moderation and
reliability; and also explores the role of assessment as a key formative/evaluative tool
in the teaching and learning process. Topics such as group work assessment and
peer marking are addressed directly through the design of the module assessment
itself. The aim of the module is to model three different approaches to assessment assessment as learning, assessment of learning and assessment for learning.
48
Learning Outcomes
On the successful completion of this module, you will able to …
1. Review, plan and design a programme of study designed to facilitate learning
through assessment and feedback opportunities.
2. Consider the implications of quality assurance and enhancement for professional
practice in assessment.
3. Explore the topics of interest in assessment such as those raised by student
diversity, equality of assessment outcomes, academic misconduct, e-assessment,
authentic assessment, work-based assessment, the assessment of prior experiential
learning and peer assessment.
4. Critically reflect on outcomes arising from considerations of assessment including
group assessment and analyse implications for future thinking and practice
Indicative Syllabus Content
•
•
•
•
•
•
•
•
•
•
Setting the quality assurance context for assessment in higher education
Examining assessment principles and practices
Assessing and moderating students’ work
Issues of equality and inclusivity in assessment
Assessment of prior experiential learning
Providing effective feedback
Assessing groups
Academic/visual literacies and the process of assessment in HE
Assessment from the students’ perspective
Current issues/topics in assessment
Teaching and Learning Methods
The module provides you with the opportunity to explore online technologies in
assessment and feedback such as audio feedback, video feedback, plagiarism
detection software, quizzes and summative marking software. Online activities will
include for example self review exercises, asynchronous and synchronous
discussion, social bookmarking tools and the use of wikis to support independent
learning and to prepare for assessment. You will be able to develop collaborative
resources to reflect shared interests and be able to use this experience as a vehicle
for reflective practice. Feedback conversations through the module will be provided
by tutors and peers.
Typically the module will require 3 hours per week of structured learning which may
be in the form of online or workshop activities; plus independent study and learning
undertaken through the assessment process to achieve the 200 notional learning
hours for 20 credits.
Assessment Rationale
The module has two main summative assessments; one is undertaken as a group
and the second is an individual assessment.
Group assessments are common in HE and developing communities of practice
through group work is often seen as particularly relevant to online learning. This form
of assessment is widely researched as group assessment poses a number of
challenges for tutors and students. Using group assessment in this module allows
you to explore these issues drawing your own experience and the educational
literature. The group format also enables you to work collaboratively to develop
49
resources on a shared topic of interest. The group work assessment will take the
form of an online presentation format on a current issues/topic chosen by the group
that is assessed by the peer group. The final grade will be derived from tutor and
peer assessment with tutor moderation where appropriate (i.e. when the tutor grade
is in a different grade band to that of the average of the peer group).
The group process will be followed up by a short review of approx. 1,000 words
which is a reflection of your learning from the experience and considerations for
practice.
The individual report of approximately 3,000 words will take the form of a critical
analysis of a programme of study and assessment in relation to students’ learning.
Your report provides you with the opportunity to draw on principles of good practice
and scholarship in assessment and to identify the implications of quality assurance
and enhancement for professional practice in assessment.
Assessment Criteria
•
Explore an appropriate issue concerned with assessment practice (LO3).
•
Review and establish the implications of quality assurance and enhancement for
professional practice. (LO2)
•
Critically evaluate assessment practice drawing on evidence from theory and
practice. (LO1, LO3)
•
Critically analyse and present a coherent description of the issues arising from
assessment for current and future practice. (LO4)
Assessment Methods and Weightings:
Weighting
Qualifying mark/set
Group work presentation
40%
30%
Group work review
10%
30%
Individual report
50%
30%
Sources
Essential Reading
Bloxham, S & Boyd, P (2007), Developing Effective Assessment in Higher Education:
a practical guide, OUP
Further Reading
Benson, R. and Brack, C. (2010) Online Learning and Assessment in Higher
Education Cawston UK: Woodhead Publishing.
Boud, D. and Falchikov, N. (2007) Rethinking Assessment in Higher Education:
Learning for the Longer Term, Routledge
Bryan C. and Klegg, K. (2006) Innovative Assessment in Higher Education,
Routledge.
Burke, D. and Pieterick, J. (2010) Giving students effective written feedback, Open
University Press.
Carroll, J. (2007) A Handbook for deterring plagiarism in Higher Education, Oxford
Centre for Staff and Learning Development, Oxford Brookes University.
50
Jaques, D and Salmon, G. (2007) Learning in Groups: A handbook for face to face
and online environments. Routledge.
Havnes A & McDowell, L (2008) Balancing dilemmas in assessment and learning in
contemporary education, New York, Routledge
Harris, J. and Anderssen, P. (eds.) Re-theorising the Recognition of Prior Learning,
NIACE.
Heywood, J. (2000) Assessment in Higher Education, Student Learning, Teaching,
programmes and Institutions, Jessica Kingsley Publishers.
Kemp, P. and Attfield, R. (2010) Enhancing learning through assessment, Threshold
Press.
Michelson, E and Mandell, A (2004) Portfolio Development and the Assessment of
Prior Learning, Stylus
McDowell, L, Sambell, K. and Montgomery, C. (2011) Assessment for Learning in
Higher Education: A Practical Guide to Developing Learning Communities,
Routledge.
Race, P. (2008) Make learning happen: A guide for post compulsory education.
Suzuki,L. Ponterotto,J. and Meller,,P. (2001) Handbook of multicultural assessment,
San Fransico, CA:Jossey Bass
Indicative Journals
Active Learning
ALT-J - Research in Learning Technology:
.alt.ac.uk/alt_j.html
Assessment and Evaluation in Higher Education
Assessment in Education: Principles, Policy and Practice
Higher Education Quarterly
International Journal of Web-Based Learning and Teaching Technologies (IJWLTT):
.igi-pub.com/journals/details.asp?ID=4286
Journal of Further and Higher Education
Practice and Evidence of the Scholarship of Teaching and Learning in Higher
Education [Online refereed journal] Available:
pestlhe.org.uk/index.php/pestlhe/article/view/86/204
Teaching in Higher Education
Studies in Higher Education
Indicative E-assessment web sites
JISC: jisc.ac.uk/
HEA: heacademy.ac.uk/
HEFCE: hefce.ac.uk/
Evidence Net heacademy.ac.uk/evidencenet
AfL CETL northumbria.ac.uk/sd/central/ar/academy/cetl_afl/
ASKe brookes.ac.uk/aske/
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
51
WEXE703
Curriculum Development in Action
Short Module Title: CDiA
Module Code: WEXE703
Credit Level: 7
Credit Value: 20
Length: 1
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Will Whitlock
65061
W.Whitlock@westminster.ac.uk
Host course: PgCert/Dip/MA in HE
Status: Option
Subject Board: Westminster Exchange Postgraduate Assessment Board
Pre-requisites: Learning, Teaching and Assessment
Co-requisites:
Assessment: 100% coursework
Study Abroad:
Qualifying Mark(s) for Assessment(s): 30%
Special features: A project action-based module
Access restrictions:
Summary of Module
A project action-based module in which you will critically review and develop your
chosen programme of study/learning support in your own discipline.
NB: Information above this line will be used for SITS.
Module Aims
This project action-based module focuses on your development of your chosen
curriculum in your own discipline—a course of study (a module, pathway or whole
programme) or other programme of learning support. This requires a critical review of
your own teaching practice—incorporating an evaluation of the operating principles of
curriculum and learning design, the underpinning educational rationale and the
factors that affect the enabling of learning—leading to proposals for enhancement.
Learning Outcomes
On the successful completion of this module, you will able to …
1. Critically review the range of influences on curriculum design and programmes of
learning and the learning support requirements of your students.
2. Analyse a range of models of curriculum; reflecting on and relating these to
theoretical models of learning and teaching.
3. Reflect on your teaching practice and evaluate your disciplinary and pedagogic
scholarship to inform your curriculum design.
4. Develop a course of study or other programme of learning support that accounts
for the wider issues of curriculum design.
Indicative Syllabus Content
You will agree a curriculum design project proposal with the module tutors. Your
proposal will be reviewed by your peers on the module. Online materials and
activities provide the theory and peer support. You will be introduced to key concepts
relating to curriculum and learning design and associated factors that affect the
enabling of learning. These concepts are introduced and discussed in online
sessions to provide the foundation for your curriculum design project. The elements
supported include:
52
•
•
•
•
•
•
•
•
•
Views on the curriculum
Curriculum models
Curriculum design principles
Theories of learning
Influences on the curriculum
Historical perspectives
Institutional and national perspectives
Approaches to the evaluation of learning
Curriculum futures
Learning and Teaching Methods
This is a project action-based module in which you will be involved with:
• an online discussion board to explore views on the curriculum and issues in
learning and teaching that inform your design project (10 hours);
• an online learning set wikis for peer review of project proposals (10 hours);
• guided independent reading and activities, aided by online resource of materials on
theories/approaches and on-going tutor feedback to support your design project
(80 hours); and
• project planning and development (100 hours).
Assessment Rationale
This module involves you and a module tutor agreeing a learning contract and the
specifics of your curriculum design project. You will develop a draft
course/programme of learning design proposal. Learning sets of module participants
will review each other’s design draft proposals via an online wiki. This forms a
collaborative appraisal of your design project development from which you will write a
critical reflective discourse. Your final project submission is a written critical analysis
incorporating an evaluation of the operating principles of curriculum design,
underpinning educational rationale, and the factors that affect the enabling of
learning—leading to proposals for enhancement.
Assessment Criteria
• identify and critically analyse a course of study (a module, pathway or whole
programme) or other programme of learning support that you deliver and teach
(LO1);
• identify and critique the principles of curriculum/learning design as they underpin
your programme’s design (LO2);
• provide a profile of the students, the learning context of their study and their
learning support requirements (LO1);
• critically reflect on the issues in curriculum/learning design, the student learning
experience and other learning and teaching issues (LO1, LO3);
• evaluate your teaching and design practice (LO3);
• propose enhancements of your students learning through improved programme
design (LO4); and
• present in an appropriate academic manner with respect to referencing, style, and
grammar (all).
Assessment Methods and Weightings
Project proposal (500 words)
Peer review reflective discourse (500 words)
Final project (3,000 words)
53
Weighting
10%
10%
80%
Qualifying mark/set
30%
30%
30%
Sources
Essential reading
Bamber, R., Trowler, P., Saunders, M. and Knight, P. (2009). Enhancing Learning,
Teaching, Assessment and Curriculum in Higher Education. Open University Press.
Biggs, J & Tang, C. (2011). Teaching for Quality Learning at University. 4th ed.
SRHE and Open University Press.
Fry, H., Ketteridge, S. and Marshall, S. (2008). A Handbook for Teaching & Learning
in Higher Education. Enhancing Academic Practice . 3rd.ed. Routledge.
Kelly, A. V. (2009). The Curriculum - Theory and Practice. 6th ed. Sage.
Toohey,S. (2000). Designing Courses for Higher Education. SRHE and Open
University Press.
Further Reading
Apple, M. (2004). Ideology and Curriculum. 3rd ed. Routledge.
Barnett, R. (1992). Learning to Effect. SRHE and Open University Press.
Bocock, J. and Watson, D. eds. (1994). Managing the University Curriculum. Making
common cause. SRHE and Open University Press.
Hudson, R., Maslin-Prothero, S. and Oates, L. (eds) (1997). Flexible Learning in
Action; Case Studies in Higher Education. Kogan Page Limited.
Leach, J. and Moon, B. (eds) (1999). Learners & Pedagogy. Paul Chapman
Publishing Ltd.
Light, G. & Cox, R. (2001). Learning and Teaching in Higher Education: The
Reflective Professional. Paul Chapman.
Ross, A. (2000). Curriculum - Construction and Critique. Falmer Press.
Rumpus, A, Whitlock, W, and Webster, J. (2009) Principles and Processes of
Curriculum Design: A Westminster Exchange Guide. 2nd ed.
Stephenson, J. (ed.) (2001). Teaching & Learning Online; Pedagogies for New
Technologies. Kogan Page.
Turner, D. (2002). Designing and Delivering Modules. Oxford Centre of Staff and
Learning Development.
Periodical References
• Studies in Higher Education
• Innovations in Education and Teaching International
• Higher Education Quarterly
• Active Learning in Higher Education
WWW References
QAA Benchmarking academic standards:
qaa.ac.uk/academicinfrastructure/benchmark/honours/default.asp
QAA Code of practice for the assurance of academic quality and standards in higher
education: qaa.ac.uk/academicinfrastructure/codeOfPractice/default.asp
54
QAA Framework for higher education qualifications:
qaa.ac.uk/academicinfrastructure/FHEQ/default.asp
HE Academy Subject Centres: heacademy.ac.uk/subjectcentres
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
55
WEXE704
Preparing for Online Learning and Teaching
Short Module Title: POLT
Module Code: WEXE704
Credit Level: 7
Credit Value: 20
Length: 1 semester
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Federica Oradini and Ali Press
66015
oradinf@wmin.ac.uk
Host course: MA Higher Education
Status: Option
Subject Board: MA Higher Education
Pre-requisites: N/A
Co-requisites: None
Assessment:
60% Blog
40% Specification for a project
Study Abroad:N/A
Qualifying Mark(s) for Assessment(s): 30%
Special features: Participants will be teaching in HE
Access restrictions: None
Summary of Module
The aim of this course is to enable participants to develop an informed personal view
of the issues involved in designing, organising and teaching online. The approach is
practical enabling the development of a participant’s own teaching practice. The
course is structured to give you the opportunity and confidence to build online
learning activities into your own curriculum area.
NB: Information above this line will be used for SITS.
Module Aims
The main aim of this course is to enable participants to develop an informed personal
view of the issues involved in designing, organising and teaching online. This will be
done through a practical approach to developing a participant’s own teaching
practice. The course is structured to give you the opportunity and confidence to build
online learning activities into your own curriculum area.
Participants will explore an online learning environment and experience first-hand
what it is like being an online student. You will collaborate with other students online
and identify the practical skills required by online tutors and in so doing gain an
understanding of the responsibilities of an online tutor. Together the group will look at
techniques for designing, managing and facilitating online activities.
The online learning environment to be used has been designed to re-create a
classroom atmosphere and although participants may not meet face-to-face, guided
discussions online, together with the course material, will provide support throughout
the course.
56
Learning Outcomes
On the successful completion of this module, you will be able to …
1. Critically reflect on the application to practice of aspects of online teaching and
learning theory.
2. Develop a rationale for the effective use of technology to develop online activities
to engage students.
3. Identify the key characteristics of online communication and develop strategies
for communication in an online environment.
4. Formulate plans for incorporating online learning into your practice and reflect on
the process.
Indicative Syllabus Content
•
Introduction to the online learning environment
During the induction week you will have the opportunity to familiarise yourself with
the University's IT systems, including the library system. You will do some
exercises to help you become familiar with Blackboard, the online learning
environment, and at the same time you will also get to know your fellow students.
•
Tools for teaching online
In this unit you will look at different tools for teaching and learning online and get
a sense of which tools you could use for which purposes. We will start the unit
with an analysis of text-based computer mediated communication and what that
might mean for us as online tutors.
•
Online teaching and learning pedagogy
In this unit you will be able to form your own view of the strengths and
weaknesses of online communication for education and training, with respect to
your own professional context and your own professional practice.
•
Managing participants online
In this unit you will explore the characteristics of online learners and look at
building confidence in them. You will also look at the different needs of disabled
learners and explore ways we can support their needs online. We will end the unit
by looking at some different online behaviours exhibited by online learners and
discuss strategies for how we might deal with them.
•
Blended Learning Project
During these next three weeks will look at the design on online activities and
consolidate our learning from the previous three units. The unit will start with two
readings contextualising what 'effective' resources, interventions and contexts
mean. You will then move on and design a blended learning project for an area of
practice you either work in, or would like to work in, situating it in the practical and
theoretical aspects we have covered so far.
Note: you can draw on blog postings (both yours and those of your course mates)
to justify arguments in your blended learning project just the same as you can use
books, journal papers and other courses. Just make sure you reference your
sources.
Linked to Assessment 1 – Specification of an Online Learning Project (40%)
57
•
Activity evaluation and reflection; final assignment preparation
Reflection on the course activities in total and prepare your final assignments.
Both course tutors will be on hand during this week to answer your questions.
Linked to Assessment 2 – Reflective blog (60%)
Learning and Teaching Methods
Guided independent reading and activities 100 hours; virtual seminars and tutorials
and virtual self-managed study groups 40 hours; project planning 60 hours.
The module is taken online over 12 weeks. The course will be moderated by 2
(e)tutors and supported by online resources. You will be expected to engage in
weekly online activities with other students.
This is an experientially-based course. The module will use the online learning
environment Blackboard as well as Wimba for synchronous activities (WIMBA
enables the simultaneous delivery of voice, video and presentation documents to
imitate a traditional tutorial or presentation environment). You should expect to spend
an average of 4 hours per week working on the module. During the 12 week period,
you are expected to work through a range of background resources including core
readings for each topic, to contribute to discussion boards, to complete set individual
and group coursework and to maintain a reflective record of your engagement with
course resources and activities.
Although you may not see your fellow students other we want to build an online
'community' that is as good as, if not better than, the sort of community which can
develop in face to face classes. The Blackboard environment is like a virtual
classroom and there will be plenty of opportunity for contact with fellow students and
(e)tutors to support independent study. There will always be support and
encouragement from (e)tutors, but to get the most out of this course you will need to
be a self-motivated and confident learner. However, you will be given plenty of
support in 'finding your feet' and adjusting to online learning.
The course will require working and collaborating in online forums; this will provide
you with an opportunity to experience collaborative synchronous and asynchronous
online learning, whilst also helping to build an active community of enquiry. Most
information presented to you online will be text based which means you will be able
to work through the course materials at your own pace.
The course discussion forum is an important aspect of the online learning
environment and you will be expected to take a full and active part in discussions,
both with (e)tutors and with fellow students. The online discussions will be structured
around particular topics on the course and all contributions will be valued, as it is
believed that all students will benefit from a free exchange of thoughts and ideas.
You should consider your fellow students as one of the most important resources
available to them. Each participant brings their own knowledge, beliefs and
experience to the course. To a large extent many of the benefits you gain from this
course will depend on the input from and interactions with other participants. You will
be encouraged to engage in reciprocal exchange, by logging on regularly and making
contributions to the online discussions.
58
(e)Tutors
The (e)tutor has several roles to play in this course:
•
comment on and assess coursework;
•
set up the various groups for each activity and make sure that each group knows
what to do;
•
help groups and group members find relevant resources for their work;
•
monitor progress of the online discussions and work with the group to make sure
that the group outputs are completed to schedule;
•
offer feedback and advice to you both through the discussion boards and
through the blogs; and
•
encourage the engagement of all participants.
Assessment Rationale
The coursework approach is appropriate for experiential-based learning. You are
required to demonstrate critical reflection on your practice in the light of your
engagement with course activities and readings so as to develop plans for improving
your practice. In asking you to create a plan for introducing an online learning activity
in your own curriculum area the assessment for this course will form a practical guide
that you can use to extend your practice and also to justify your reasons for doing so
to peers and senior colleagues.
You are expected to keep a reflective blog throughout the course. The blog will be
open to the (e)tutors and fellow students. Blogs serve many different purposes and
are often targeted at specific audiences. The blog for this course will be a space for
you to record your reflections about course activities and to gain one-to-one support
from (e)tutors and fellow students.
Assessment Brief
1. Specification of an Online Learning Project – 2500 words
You are required to produce a specification for a chosen online learning project from
a curriculum area which you have particular interest in or experience of. This project
could involve one or a number of online learning activities and must cover the
following questions:
• A profile of your learners, their nature, needs and learning circumstances
• What is the rationale for using online learning?
• What are the intended learning objectives?
• What will be the content and structure of the project?
• What online tools will be used?
• What learning materials will be needed?
• How will learners be supported?
• What role will assessment and feedback play in the activity?
2. Blog
You will maintain a blog throughout the 12 weeks of the course, posting regularly on
the themes introduced through your activities and readings. The blogs are a personal
account of your learning journey so which aspects you choose to blog will be a
matter of personal preference. Using the blog in this way is an opportunity for you to
experience a different form of online assessment
59
Assessment Criteria
In order to achieve a pass for the module, you will demonstrate that you have:
1. Critically reflected upon the application to practice of aspects of online teaching
and learning theory (LO1)
2. Investigated and researched tools for online teaching and learning (LO2, LO4).
3. Discussed and formulated strategies for handling communication in an online
learning environment (LO3)
4. Designed and planned developments for effective use of online teaching and
learning technologies in order to engage students (LO4)
Assessment Methods and Weightings:
Weighting
Qualifying mark/set
Project
40%
30%
Blog
60%
30%
Sources
Indicative Reading
Beetham, H and Sharpe, R (eds). (2007). Rethinking pedagogy for a digital age
designing and delivering e-learning. London : Routledge.
Clarke, A., (2008). E-learning skills. [online] New York : Palgrave Macmillan.
Esnault, L. (2007). Web-based education and pedagogical technologies : solutions
for learning applications. Hershey : Information Science Reference.
Littlejohn, A., (2007). Preparing for blended e-Learning. [online] London : Routledge.
Mason, R. and Mason, R., (2008). E-learning and social networking handbook :
resources for higher education. [online]. Abingdon, Oxon: Routledge.
Salmon, G. (2003). E-moderating : the key to teaching and learning online. London :
RoutledgeFalmer.
Salmon, G. (2002). E-tivities the key to active online learning. London : Kogan Page.
Shank, P. (2007). The online learning idea book : 95 proven ways to enhance
technology-based and blended learning. (2007). [online] San Francisco: San
Francisco : Pfeiffer.
Journals
• British Journal of Educational Technology.
• Electronic Journal of e-Learning.
• The International journal of computers in adult education and training.
• Technology, pedagogy and education.
• ALT-J
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
60
WEXE705
Teaching with Technology
Short Module Title: TWT
Module Code: WEXE705
Credit Level: 7
Credit Value: 20
Length: 1 semester
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Gunter Saunders and Federica Oradini
5803
saundeg@wmin.ac.uk
Host course: MA Higher Education
Status: Option
Subject Board: MA Higher Education
Pre-requisites: None
Co-requisites:None
Assessment:
50% Online group collaborative project
50% Individual online journal
Study Abroad: N/A
Qualifying Mark(s) for Assessment(s): 30%
Special features: Participants will be teaching in HE
Access restrictions: None
Summary of Module
This module will examine how technology can impact on the major teaching/learning
activities on a taught course. Module delivery will be based around a simple
framework for learning (the 3 P’s Presentation, Practice and Production) and will
draw on the experience of participants, either as a teacher or a learner, to determine
and evaluate opportunities for the use of technology to enhance the experience of
learner and teacher.
NB: Information above this line will be used for SITS.
Module Aims
This module has two aims. The first is for participants to learn and understand how
different online and other technologies can deliver different teaching/learning
activities. The second is to enable participants to determine how best to utilise what
they learn about technologies within their own teaching context.
Learning Outcomes
On the successful completion of this module, you will able to …
1. Identify sustainable technologies that can be used to deliver major
teaching/learning activities including information/knowledge dissemination,
discussion/debate, practical work, assessment and ‘out of class work’.
2. Evaluate the relative advantages and disadvantages of different technologies in
delivering/facilitating major teaching/learning activities in relation to issues such
as student diversity, equality and learning preference.
3. Develop strategies designed to mitigate identified issues and problems
associated with the implementation of technology based learning approaches.
4. Critically reflect on the desirability, practicalities and issues associated with
changing delivery from mainly face to face to a much more flexible mode.
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Assessment Criteria
1. Demonstrate how different technologies can be used online to present
information to students in order to underpin discussion and debate that may occur
either online or face to face (LO1, LO2).
2. Explain strategies that exploit participants own use of technology and facilitate
informal learning and support (LO2, LO3).
3. Show how the use of technology ‘outside of class’ can inform and change the
nature of face to face classroom sessions (LO3, LO4).
4. Critically reflect on the desirability, practicalities and issues associated with
changing delivery from mainly face to face to a much more flexible mode,
demonstrating clearly how potential issues are best mitigated (LO1-4).
Indicative Syllabus Content
•
•
•
•
•
•
•
•
Setting the context for the use of technology for learning in higher education
How can the lecture be replaced?
How can the use of technology stimulate discussion and debate?
How can students be motivated to engage with each other through the use of
technology?
What technology teaching strategies can be utilised in order to make face to
face classroom events more interactive?
How can groups work online?
Why should assessment exploit technology more?
What are the major issues with technology enhanced learning?
Learning and Teaching Methods
The module will be delivered by distance learning with the option to meet face to face
as a group prior to the start of the module and shortly towards the end of the taught
components. You will be provided with reading and other material (including audio
and video as appropriate). Much of the material will be drawn from case studies of
effective practice published by universities and agencies such as the JISC and HEA.
You will discuss online as a class questions and issues around the different aspects
of the syllabus and will use these discussions as a basis for their own individual
reflective journal. You will also work collaboratively in groups using discussion
boards, blogs and wikis.
Assessment Rationale
You are asked to maintain and submit a personal learning journal to demonstrate
your individual learning journey and to demonstrate how you plan to utilise what you
have learned within your own teaching context. The collaborative group project will
serve to provide participants with ‘hand-on’ experience of the cornerstone of modern
online learning – collaborative group work. This aspect of the module assessment will
also indirectly serve to help individuals draw on the expertise and knowledge of their
peers in developing their personal learning journal.
An example of a group project assignment would involve providing students with a
case study outlining a face to face learning activity. The group would be asked to
develop a plan for delivering the same learning outcomes using online tools and
technologies and to critically reflect on the pros and cons of the online learning
experience versus the face to face.
62
Assessment Methods and Weightings
Weighting
Qualifying mark/set
Group project
50%
30%
Learning journal
50%
30%
Sources
Saunders, G. and A. Pincas (2003) Learning On-line on Campus, Learning Partners.
Myers-Wylie, D., Mangieri, J. and D. Hardy (2009) The Ins and Outs of Online
Instruction, Outskirts Press, 978-1-4327-2097-1
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
63
WEXE706
Supervising Student Research
Short Module Title: SSR
Module Code: WEXE706
Credit Level: 7
Credit Value: 20 points
Length: 2 semesters
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Dr Barry Stierer
65443
b.stierer@wminac.uk
Host course: MA in Higher Education
Status: Option
Subject Board: Westminster Exchange Postgraduate Assessment Board
Pre-requisites: None
Co-requisites: None
Assessment: 100% coursework
Study Abroad: N/A
Qualifying Mark(s) for Assessment(s): 30%
Special features:
Module participants are normally expected to be engaged in the supervision of
student research at some level (undergraduate, postgraduate, doctoral) on a regular
basis for the duration of the module. It is University of Westminster policy that
members of academic staff who pass this module are deemed to have completed
one successful supervision at doctoral level, for the purposes of assembling doctoral
supervision teams. In such cases there must be at least one ‘actual’ completion
represented on the team.
Access restrictions: None
Summary of Module
The module provides a framework within which participants may evaluate and
develop their practice of research supervision – at any level of Higher Education but
with a particular focus upon their current and/or future supervision of students
researching at doctoral level. Supervisory practice is examined within the context of
current scholarship and debate about the changing nature of research supervision in
today’s higher education, and is achieved through online seminars and activities,
participants’ supervisory diaries and private study. Please note that the module takes
a broad view of ‘research supervision’, to include not only conventional academic
research supervision but also advisory roles with respect to practice-based and workbased project work.
Keywords: research supervision, doctoral supervision, higher education
NB: Information above this line will be used for SITS.
Module Aims
The module aims to help you become a more confident, effective and informed
research supervisor, by providing opportunities for you to update your knowledge and
understanding, evaluate your current practice, and develop your future practice. You
will be introduced to current scholarship and debate about the changing nature of
research practice and research supervision in today’s higher education, and provided
with opportunities for sustained reflection upon, and evaluation of, your supervisory
practice, through collaborative and self-managed activities. You will be encouraged
to use new approaches to supervision, and you will receive constructive feedback
from colleagues and members of the module team.
64
Learning Outcomes
On the successful completion of this module, you will able to …
1. Critically examine issues within current scholarship and debate about the
changing nature of research practice, knowledge production and research
supervision in today’s higher education.
2. Evaluate your current supervisory practice through a sustained process of critical
reflection, integrating ideas from the study of research supervision with your own
developing practice as a research supervisor.
3. Evaluate your experience of the module in relation to your future development as
a supervisor of student research.
Indicative Syllabus Content
•
•
•
•
•
•
•
The supervisory relationship: roles, responsibilities, boundaries.
Procedures, processes and regulations for research at Westminster: the ‘life
cycle’ of the postgraduate research student from initial enquiry to the award of
the doctorate.
The impact of changes to policy, funding and institutional structures on the
processes of research supervision.
Research ethics, intellectual property and responsible research conduct:
supervision issues.
The supervisor’s role in research ‘training’: research methods and skills, and
preparation for future careers.
Alternatives to the conventional PhD: professional doctorates, work-based
doctorates, doctorates by public and/or published work.
Examining research: oral examinations and other approaches.
Learning and Teaching Methods
Online seminars and tutorials 20 hours; online activities including guided reading and
activities, and virtual self-managed study groups 100 hours; reflective documentation
of current supervisory experience 80 hours.
Assessment Rationale
Participants will be expected to maintain a supervisory journal of some form
throughout the duration of the module, in which they capture their experience and
their reflective evaluations of their on-going supervision practice. There is no
prescribed form for the journal, but it will serve a crucial function within the
assessment strategy as the prime source of recorded practice upon which
participants will draw as they synthesise theory and practice in their written work.
The practice-based and developmental quality of the module indicates the need for
an approach to assessment which encourages regular consideration of the
implications of ideas encountered in the module for the evaluation of practice, and
which provides opportunities for regular feedback from tutors and fellow participants.
It is for this reason that the assessment strategy for the module is organised around
the writing of instalments at regular stages through the module. In these instalments,
participants consider ideas they have met in the module so far in the context of their
supervisory practice, and receive formative feedback from tutors and fellow
participants. Themes for analysis will draw from reading and discussion, and from
one-to-one tutorial guidance. This culminates in the submission of a final sustained
assignment, consisting of revised instalments and a critical, reflective overview.
65
Assessment Criteria
In order to achieve a pass for the module, you will demonstrate that you have:
•
•
•
critically examined issues within current research, scholarship and debate
about the changing nature of research practice, knowledge production and
research supervision in today’s higher education (LO1);
evaluated your current supervisory practice through a sustained process of
critical reflection, synthesising ideas in the field of research supervision with
your own developing practice as a research supervisor (LO2); and
evaluated your experience of the module in relation to your future
development as a supervisor of student research (LO3).
Assessment Methods and Weightings:
Instalment 1
Weighting
Qualifying mark/set
10%
30%
—normally a commentary on issues emerging from the supervisory diary
Instalment 2
10%
30%
—normally an outline review of literature relating to proposed essay topic
Instalment 3
10%
30%
—normally a second-stage commentary on issues emerging from the
supervisory diary
Final summative assignment
70%
30%
Sources
Recommended Reading
Delamont, S., Atkinson, P., Parry, O. (2004). Supervising the Doctorate: A guide to
success. Maidenhead: Open University Press
Descombe, M. (2003). The Good Research Guide. Open University Press.
Eley, A. & Jennings, R. (2005) Effective Postgraduate Supervision: Improving the
Student/Supervisor Relationship. Maidenhead: Open University Press.
Gibbs, G. (1998). Supervising Undergraduate Projects and Dissertations. Milton
Keynes: Open University Course H851 Teaching in Higher Education Institute of
Educational Technology.
Kamler, B. & Thomson, P. (2006) Helping doctoral students write: Pedagogies for
supervision. London: Routledge.
Pearce, L. (2004) How to examine a thesis. Maidenhead: Open University Press.
Oliver, P. (2003). The Student’s Guide to Research Ethics. Open University Press.
Powell, S. & Green, H. (2007) The doctorate worldwide. Maidenhead: Open
University Press.
Scott, D., Brown, A., Lunt, I. & Thorne, L. (2004) Professional Doctorates: Integrating
Academic and Professional Knowledge. Maidenhead: Open University Press.
Walker, M. & Thomson, P. (2010) The Routledge Doctoral Supervisor’s Companion:
Supporting effective research in Education and the Social Sciences: Abingdon:
Routledge.
66
Wisker, G. (2004) The good supervisor: supervising postgraduate and undergraduate
research for doctoral theses and dissertations. London: Palgrave.
Gina Wisker, G., Exley, K., Antoniou, M., Ridley, P (2008) Working One-to-One with
Students: Supervising, Coaching, Mentoring, and Personal Tutoring. Routledge.
Further Reading
Bell, J. (2002). Learning from Research. Open University Press.
Blaxter, L., Hughes, C. and Tight, M. The Research Student’s Guide to Research.
Open University Press.
Dunleavy, P. (2003). Authoring a PhD: How to Plan, Draft, Write and Finish a
Doctoral Thesis or Dissertation. Palgrave.
Cryer, P. (2000). The Research Student’s Guide to Success. Open University Press.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, Scott, P, Trow, M. (1994).
The new production of knowledge: The Dynamics of Science and Research in
Contemporary Societies. Sage Publications Ltd.
Kuhn, T. S. (1970). The Structure of Scientific Revolutions. University of Chicago
Press.
Murray, R. (2003). How to Survive your Viva: Defending a Thesis in an Oral
Examination. Open University Press.
Nowotny, H., Scott, P., Gibbons, M. (2001). Rethinking Science: Knowledge and the
Public. Polity Press.
Orna, L. (1995). Managing Information for Research. Open University Press.
Phillips, E.M. & Pugh, D.S. (2000). How to get a PhD. Third Edition. Open University
Press.
Tinkler, P. and Jackson, C. (2004). The Doctoral Examination Process: A Handbook
for Students, Examiners and Supervisors. SRHE and Open University Press.
Williams, K. (1995). Developing Writing. Writing Reports. Oxford Centre for Staff
Development. ISBN: 1 873576 35 8.
Periodical References
• Teaching in Higher Education
• Studies in Higher Education
• Higher Education Research and Development
• Innovations in Education and Teaching International
• Assessment and Evaluation in Higher Education
• Educational Action Research
• Action Research
• Active Learning in Higher Education
• Reflective Practice
Professional Bodies
• Vitae vitae.ac.uk
• United Kingdom Council for Graduate Education ukcge.ac.uk/
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation
67
WEXE707
Continuing Professional Development A (Negotiated Study)
Short Module Title: CPDA-NS
Module Code: WEXE707
Credit Level: 7
Credit Value:
Length: two semesters. Students will identify
20 credits –providing different
an assessment point at the time of
negotiated learning focus and
registration. Effectively it is proposed that the
contract than WEXE708 negotiated
module be scheduled to run in each semester
study (if taken)
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Sibyl Coldham
65192
s.coldham@westminster.ac.uk
Host course: MAHE
Status: Option
Subject Board: Westminster Exchange Postgraduate Assessment Board
Pre-requisites: None
Co-requisites: None
Assessment: 100% coursework
Study Abroad: n/a
Qualifying Mark(s) for Assessment(s):
Learning plan 30%
Evidence negotiated in the learning plan – 30%
Special features:
It is anticipated that participants will develop projects around their work commitments
and so it is possible that a considerable portion of the hours of learning effort will be
work-based.
Access restrictions: Disrequisite with 40 credit WEXE709
Summary of Module
This module is a vehicle for an individually negotiated project that builds on work that
the participant is engaged with, but that is contextualised through Higher Level (Mlevel) intellectual skills and practice. This means that module content will be
developed by each participant, with the support of their tutor, and according to their
interest. The specific learning processes, learning outcomes and outputs (evidence)
will be negotiated with the participant’s tutor as a learning agreement benchmarked
against generic M-level criteria and the notional 200 hours of learning effort. General
guidance on principles of work-based learning and developing learning plans and
agreements will be covered at the beginning of the module.
NB: Information above this line will be used for SITS.
Module Aims
The aim of this module is to provide an opportunity for participants to develop an
area of their practice through self-planned intellectual activity that demonstrates the
attributes of Master’s level academic working. It provides an opportunity for
participants to approach higher level learning experientially through reflexive planning
and self-appraisal of a project or study relevant to the field. Within a higher education
context, it also provides the opportunity for participants to experience learning
through a widely used pedagogic approach that is increasing relevant to flexible and
organisational learning. The focus of the planned learning may be some aspect of the
participant’s work responsibilities, or an aspect of professional development related
to their interests and aspirations.
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Learning Outcomes
The specific learning outcomes for a particular assessment will be negotiated with
your tutor, and will be set out in the learning agreement. Generic criteria for these are
given below (assessment criteria).
The successful completion of the learning agreement will demonstrate:
1. Design of a programme of learning work linked to personal workplace
experience and professional objectives, and including outputs for assessment
that will demonstrate learning at academic level 7.
2. Articulation of relevant learning outcomes framed at academic level 7 that will
contextualise the identified learning outputs for assessment.
3. An outline strategy for identifying authoritative resources relevant both to the
learning identified and the assessment output(s).
4. A work plan or set of strategies (as appropriate) to show how the work will
develop, including consultation, evaluation and critical review, as appropriate
to the context of the project.
Indicative Syllabus Content
This is principally negotiated between the tutor and the participant. However, the
introduction to the module will address:
•
•
•
•
Negotiating and agreeing a suitable focus—learning outcomes and
assessment criteria.
Understanding the tutor support available.
The use of the learning agreement and log to monitor progress.
Critical appraisal and evaluation skills; reflexive self-directed learning.
The syllabus content, beyond this framework will be developed as part of the learning
agreement.
Learning and Teaching Methods
The module is primarily self-directed learning with tutor support and peer mentoring
and discussion groups. You should allow roughly 12 hours per week of the semester,
including some holiday working. The specific learning interaction with peers (course
and/or workplace colleagues), and the learning hours associated with it will be
decided as part of the individual learning agreements. For example you may identify
a workplace mentor, or you may decide that you can be best supported through
learning groups with course colleagues. Advice and support on finding appropriate
support will form part of the introductory activities, and you will consider the role that
discussion forums and feedback will take.
The module will open with structured activities to build understanding of the
negotiated learning methodology; how to plan your learning to meet your needs,
interests, aspirations and available resources; and how to articulate this through a
learning agreement. It is anticipated that you are likely to have some idea of your
focus. However, the structure of the activities will support those who have not and
help to refine ideas for those who have. It will also enable participants to identify any
congruencies in their various plans so that those who wish to may form study groups.
However, you will be expected, as a minimum, to post your draft plans, and to
feedback on others plans as part of the learning process.
Participants will then have 4 tutorials of up to 1 hr each. Tutorials may be face-toface, telephone or on-line conferencing / skype.
69
Formative feedback on draft of learning plan—on-line—open to all:
1. feedback on submitted plan
2. progress evaluation and review
3. first draft of outputs for assessment
4. feedback on full draft of outputs for assessment
It is possible to complete this module through on-line learning. It is also possible to
take it twice. A second registration will expect negotiation of a different focus for the
work.
Assessment Rationale
The experience of designing and working through an individualised assessment that
is work-based provides congruent experiential learning for a mode of assessment
that is increasingly relevant to learners’ needs, and to working within a community of
practice. As an education practitioner, there is the experiential learning of this mode
of curriculum design as well as the opportunity to develop and critique your own work
in an academic framework.
•
•
Negotiated Learning plan – 20%
Negotiated output demonstrating learning outcomes identified
in the learning plan – 80%
Assessment Criteria
The following are generic statements covering the intellectual and other practice
capabilities that identify Master-level academic work that should inform your
development of criteria relevant to the learning outcomes set out in your learning
agreement. You should select the areas that are relevant to the work you propose to
submit as evidence of your learning achievement. You may find that some aspects
are not relevant, some combine and some come forward as the central focus of your
work.
The specific criteria negotiated for your evidencing of learning, to achieve a pass in
this module you should select from the following indicative academic practices:
•
•
•
•
•
•
•
•
Summarising scholarly texts, distinguishing between points in the argument
and supporting illustrations, and in relation to the argument that you are
developing;
Evaluating a piece of work in relation to contextual factors/ assumptions/ways
of knowing and what can be known and in terms of its relevance to your own
field;
Analysing and/or evaluate complex issues / phenomena / situations in your
field of practice, drawing selectively on a range of sources and perspectives
to show systematic understanding of an aspect of practice, and propose
solutions and explanations;
Ability to identify and consider the significance of your own assumptions;
Identifying and access relevant literature, and key practitioners in the field;
Considering your practice (in general or using specific incidents or patterns
you have identified) from the lens of a relevant theory or proposed good
practice – and drawing out new meanings and direction in how you practice /
how you understand the (limits of) the theory;
identifying the way(s) in which and point(s) at which own background and
experience influences your thinking;
Writing / delivery that is structured appropriately for the type of presentation
asked for. Writing that signposts to the reader how it is developed, with
appropriate use of section introductions or headings.
70
Assessment Methods and Weightings
Weighting
Qualifying mark/set
Learning plan
20%
30%
Evidence of learning
80%
30%
Sources
Sources will be identified through the learning plan and as the participant works
through their project.
The references below relate to self-directed learning and working with learning
contracts or plans.
Anderson G, Boud D and Sampson J (1996) Learning Contracts. London, Kogan
Page
Boud D, Cressey P and Docherty P (2006) Productive Reflection at Work. Abingdon,
Routledge
Boud D and Garrick J (1999) Understanding Learning at Work. London, Routledge
Doncaster K (2000) Learning Agreements: Their function in work-based programmes
at Middlesex University. Education and Training vol42(6) 349-355
Laycock M and Stephenson J (1993) Using Learning Contracts in Higher Education.
London, Kogan Page.
Moon J (2004) A Handbook of Reflective and Experiential Learning: Theory and
practice. London, Routledge Falmer.
Journals
Journals specific to the learning plan focus should be identified in the learning plan.
•
Journal of Workplace Learning (Emerald)
•
International Journal of Learning and Work
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
71
WEXE708
Continuing Professional Development B (Negotiated Study)
Short Module Title: CPDB-NS
Module Code: WEXE708
Credit Level: 7
Credit Value:
Length: two semesters. Students will identify
20 credits –providing different
an assessment point at the time of
negotiated learning focus and
registration. Effectively it is proposed that the
contract than WEXE707 negotiated
module be scheduled to run in each semester
study (if taken)
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Sibyl Coldham
65192
s.coldham@westminster.ac.uk
Host course: MAHE
Status: Option
Subject Board: Westminster Exchange Postgraduate Assessment Board
Pre-requisites: None
Co-requisites: None
Assessment: 100% coursework
Study Abroad: n/a
Qualifying Mark(s) for Assessment(s):
Learning plan 30%
Evidence negotiated in the learning plan – 30%
Special features:
It is anticipated that participants will develop projects around their work commitments
and so it is possible that a considerable portion of the hours of learning effort will be
work-based.
Access restrictions: Disrequisite with 40 credit WEXE709
Summary of Module
This module is a vehicle for an individually negotiated project that builds on work that
the participant is engaged with, but that is contextualised through Higher Level (Mlevel) intellectual skills and practice. This means that module content will be
developed by each participant, with the support of their tutor, and according to their
interest. The specific learning processes, learning outcomes and outputs (evidence)
will be negotiated with the participant’s tutor as a learning agreement benchmarked
against generic M-level criteria and the notional 200 hours of learning effort. General
guidance on principles of work-based learning and developing learning plans and
agreements will be covered at the beginning of the module.
NB: Information above this line will be used for SITS.
Module Aims
The aim of this module is to provide an opportunity for participants to develop an
area of their practice through self-planned intellectual activity that demonstrates the
attributes of Master’s level academic working. It provides an opportunity for
participants to approach higher level learning experientially through reflexive planning
and self-appraisal of a project or study relevant to the field. Within a higher education
context, it also provides the opportunity for participants to experience learning
through a widely used pedagogic approach that is increasing relevant to flexible and
organisational learning. The focus of the planned learning may be some aspect of the
participant’s work responsibilities, or an aspect of professional development related
to their interests and aspirations.
72
Learning Outcomes
The specific learning outcomes for a particular assessment will be negotiated with
your tutor, and will be set out in the learning agreement. Generic criteria for these are
given below (assessment criteria).
The successful completion of the learning agreement will demonstrate:
1. Design of a programme of learning work linked to personal workplace
experience and professional objectives, and including outputs for assessment
that will demonstrate learning at academic level 7.
2. Articulation of relevant learning outcomes framed at academic level 7 that will
contextualise the identified learning outputs for assessment.
3. An outline strategy for identifying authoritative resources relevant both to the
learning identified and the assessment output(s).
4. A work plan or set of strategies (as appropriate) to show how the work will
develop, including consultation, evaluation and critical review, as appropriate
to the context of the project.
Indicative Syllabus Content
This is principally negotiated between the tutor and the participant. However, the
introduction to the module will address:
•
•
•
•
Negotiating and agreeing a suitable focus—learning outcomes and
assessment criteria.
Understanding the tutor support available.
The use of the learning agreement and log to monitor progress.
Critical appraisal and evaluation skills; reflexive self-directed learning.
The syllabus content, beyond this framework will be developed as part of the learning
agreement.
Learning and Teaching Methods
The module is primarily self-directed learning with tutor support and peer mentoring
and discussion groups. You should allow roughly 12 hours per week of the semester,
including some holiday working. The specific learning interaction with peers (course
and/or workplace colleagues), and the learning hours associated with it will be
decided as part of the individual learning agreements. For example you may identify
a workplace mentor, or you may decide that you can be best supported through
learning groups with course colleagues. Advice and support on finding appropriate
support will form part of the introductory activities, and you will consider the role that
discussion forums and feedback will take.
The module will open with structured activities to build understanding of the
negotiated learning methodology; how to plan your learning to meet your needs,
interests, aspirations and available resources; and how to articulate this through a
learning agreement. It is anticipated that you are likely to have some idea of your
focus. However, the structure of the activities will support those who have not and
help to refine ideas for those who have. It will also enable participants to identify any
congruencies in their various plans so that those who wish to may form study groups.
However, you will be expected, as a minimum, to post your draft plans, and to
feedback on others plans as part of the learning process.
Participants will then have 4 tutorials of up to 1 hr each. Tutorials may be face-toface, telephone or on-line conferencing / skype.
73
Formative feedback on draft of learning plan—on-line—open to all:
1. feedback on submitted plan
2. progress evaluation and review
3. first draft of outputs for assessment
4. feedback on full draft of outputs for assessment
It is possible to complete this module through on-line learning. It is also possible to
take it twice. A second registration will expect negotiation of a different focus for the
work.
Assessment Rationale
The experience of designing and working through an individualised assessment that
is work-based provides congruent experiential learning for a mode of assessment
that is increasingly relevant to learners’ needs, and to working within a community of
practice. As an education practitioner, there is the experiential learning of this mode
of curriculum design as well as the opportunity to develop and critique your own work
in an academic framework.
•
•
Negotiated Learning plan – 20%
Negotiated output demonstrating learning outcomes identified
in the learning plan – 80%
Assessment Criteria
The following are generic statements covering the intellectual and other practice
capabilities that identify Master-level academic work that should inform your
development of criteria relevant to the learning outcomes set out in your learning
agreement. You should select the areas that are relevant to the work you propose to
submit as evidence of your learning achievement. You may find that some aspects
are not relevant, some combine and some come forward as the central focus of your
work.
The specific criteria negotiated for your evidencing of learning, to achieve a pass in
this module you should select from the following indicative academic practices:
•
•
•
•
•
•
•
•
Summarising scholarly texts, distinguishing between points in the argument
and supporting illustrations, and in relation to the argument that you are
developing;
Evaluating a piece of work in relation to contextual factors/ assumptions/ways
of knowing and what can be known and in terms of its relevance to your own
field;
Analysing and/or evaluate complex issues / phenomena / situations in your
field of practice, drawing selectively on a range of sources and perspectives
to show systematic understanding of an aspect of practice, and propose
solutions and explanations;
Ability to identify and consider the significance of your own assumptions;
Identifying and access relevant literature, and key practitioners in the field;
Considering your practice (in general or using specific incidents or patterns
you have identified) from the lens of a relevant theory or proposed good
practice – and drawing out new meanings and direction in how you practice /
how you understand the (limits of) the theory;
identifying the way(s) in which and point(s) at which own background and
experience influences your thinking;
Writing / delivery that is structured appropriately for the type of presentation
asked for. Writing that signposts to the reader how it is developed, with
appropriate use of section introductions or headings.
74
Assessment Methods and Weightings
Weighting
Qualifying mark/set
Learning plan
20%
30%
Evidence of learning
80%
30%
Sources
Sources will be identified through the learning plan and as the participant works
through their project.
The references below relate to self-directed learning and working with learning
contracts or plans.
Anderson G, Boud D and Sampson J (1996) Learning Contracts. London, Kogan
Page
Boud D, Cressey P and Docherty P (2006) Productive Reflection at Work. Abingdon,
Routledge
Boud D and Garrick J (1999) Understanding Learning at Work. London, Routledge
Doncaster K (2000) Learning Agreements: Their function in work-based programmes
at Middlesex University. Education and Training vol42(6) 349-355
Laycock M and Stephenson J (1993) Using Learning Contracts in Higher Education.
London, Kogan Page.
Moon J (2004) A Handbook of Reflective and Experiential Learning: Theory and
practice. London, Routledge Falmer.
Journals
Journals specific to the learning plan focus should be identified in the learning plan.
•
Journal of Workplace Learning (Emerald)
•
International Journal of Learning and Work
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
75
WEXE709
Continuing Professional Development C (Negotiated Study)
Short Module Title: CPDC-NS
Module Code: WEXE709
Credit Value:
40 credits
Credit Level: 7
Length: two semesters. Students will identify
an assessment point at the time of
registration.
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Sibyl Coldham
65192
s.coldham@westminster.ac.uk
Host course: MAHE
Status: Option
Subject Board: Westminster Exchange Postgraduate Assessment Board
Pre-requisites: None
Co-requisites: None
Assessment: 100% coursework
Study Abroad: n/a
Qualifying Mark(s) for Assessment(s):
Learning plan 30%
Evidence negotiated in the learning plan – 30%
Special features:
It is anticipated that participants will develop projects around their work commitments
and so it is possible that a considerable portion of the hours of learning effort will be
work-based.
Access restrictions: None. Disrequisite with WEXE707 and WEXE708
Summary of Module
This module is a vehicle for an individually negotiated project that builds on work that
the participant is engaged with, but that is contextualised through Higher Level (Mlevel) intellectual skills and practice. This means that module content will be
developed by each participant, with the support of their tutor, and according to their
interest. The specific learning processes, learning outcomes and outputs (evidence)
will be negotiated with the participant’s tutor as a learning agreement benchmarked
against generic M-level criteria and the notional 200 hours of learning effort. General
guidance on principles of work-based learning and developing learning plans and
agreements will be covered at the beginning of the module.
NB: Information above this line will be used for SITS.
Module Aims
The aim of this module is to provide an opportunity for participants to develop an
area of their practice through self-planned intellectual activity that demonstrates the
attributes of Master’s level academic working. It provides an opportunity for
participants to approach higher level learning experientially through reflexive planning
and self-appraisal of a project or study relevant to the field. Within a higher education
context, it also provides the opportunity for participants to experience learning
through a widely used pedagogic approach that is increasing relevant to flexible and
organisational learning. The focus of the planned learning may be some aspect of the
participant’s work responsibilities, or an aspect of professional development related
to their interests and aspirations.
76
Learning Outcomes
The specific learning outcomes for a particular assessment will be negotiated with
your tutor, and will be set out in the learning agreement. Generic criteria for these are
given below (assessment criteria).
The successful completion of the learning agreement will demonstrate:
1. Design of a programme of learning work linked to personal workplace
experience and professional objectives, and including outputs for assessment
that will demonstrate learning at academic level 7.
2. Articulation of relevant learning outcomes framed at academic level 7 that will
contextualise the identified learning outputs for assessment.
3. An outline strategy for identifying authoritative resources relevant both to the
learning identified and the assessment output(s).
4. A work plan or set of strategies (as appropriate) to show how the work will
develop, including consultation, evaluation and critical review, as appropriate
to the context of the project.
Indicative Syllabus Content
This is principally negotiated between the tutor and the participant. However, the
introduction to the module will address:
•
•
•
•
Negotiating and agreeing a suitable focus—learning outcomes and
assessment criteria.
Understanding the tutor support available.
The use of the learning agreement and log to monitor progress.
Critical appraisal and evaluation skills; reflexive self-directed learning.
The syllabus content, beyond this framework will be developed as part of the learning
agreement.
Learning and Teaching Methods
The module is primarily self-directed learning with tutor support and peer mentoring
and discussion groups. You should allow roughly 12 hours per week of the semester,
including some holiday working. The specific learning interaction with peers (course
and/or workplace colleagues), and the learning hours associated with it will be
decided as part of the individual learning agreements. For example you may identify
a workplace mentor, or you may decide that you can be best supported through
learning groups with course colleagues. Advice and support on finding appropriate
support will form part of the introductory activities, and you will consider the role that
discussion forums and feedback will take.
The module will open with structured activities to build understanding of the
negotiated learning methodology; how to plan your learning to meet your needs,
interests, aspirations and available resources; and how to articulate this through a
learning agreement. It is anticipated that you are likely to have some idea of your
focus. However, the structure of the activities will support those who have not and
help to refine ideas for those who have. It will also enable participants to identify any
congruencies in their various plans so that those who wish to may form study groups.
However, you will be expected, as a minimum, to post your draft plans, and to
feedback on others plans as part of the learning process.
Participants will then have 4 tutorials of up to 1 hr each. Tutorials may be face-toface, telephone or on-line conferencing / skype.
77
Formative feedback on draft of learning plan—on-line—open to all:
1. feedback on submitted plan
2. progress evaluation and review
3. first draft of outputs for assessment
4. feedback on full draft of outputs for assessment
It is possible to complete this module through on-line learning. It is also possible to
take it twice. A second registration will expect negotiation of a different focus for the
work.
Assessment Rationale
The experience of designing and working through an individualised assessment that
is work-based provides congruent experiential learning for a mode of assessment
that is increasingly relevant to learners’ needs, and to working within a community of
practice. As an education practitioner, there is the experiential learning of this mode
of curriculum design as well as the opportunity to develop and critique your own work
in an academic framework.
•
•
Negotiated Learning plan – 20%
Negotiated output demonstrating learning outcomes identified
in the learning plan – 80%
Assessment Criteria
The following are generic statements covering the intellectual and other practice
capabilities that identify Master-level academic work that should inform your
development of criteria relevant to the learning outcomes set out in your learning
agreement. You should select the areas that are relevant to the work you propose to
submit as evidence of your learning achievement. You may find that some aspects
are not relevant, some combine and some come forward as the central focus of your
work.
The specific criteria negotiated for your evidencing of learning, to achieve a pass in
this module you should select from the following indicative academic practices:
•
•
•
•
•
•
•
•
Summarising scholarly texts, distinguishing between points in the argument
and supporting illustrations, and in relation to the argument that you are
developing;
Evaluating a piece of work in relation to contextual factors/ assumptions/ways
of knowing and what can be known and in terms of its relevance to your own
field;
Analysing and/or evaluate complex issues / phenomena / situations in your
field of practice, drawing selectively on a range of sources and perspectives
to show systematic understanding of an aspect of practice, and propose
solutions and explanations;
Ability to identify and consider the significance of your own assumptions;
Identifying and access relevant literature, and key practitioners in the field;
Considering your practice (in general or using specific incidents or patterns
you have identified) from the lens of a relevant theory or proposed good
practice – and drawing out new meanings and direction in how you practice /
how you understand the (limits of) the theory;
identifying the way(s) in which and point(s) at which own background and
experience influences your thinking;
Writing / delivery that is structured appropriately for the type of presentation
asked for. Writing that signposts to the reader how it is developed, with
appropriate use of section introductions or headings.
78
Assessment Methods and Weightings
Weighting
Qualifying mark/set
Learning plan
20%
30%
Evidence of learning
80%
30%
Sources
Sources will be identified through the learning plan and as the participant works
through their project.
The references below relate to self-directed learning and working with learning
contracts or plans.
Anderson G, Boud D and Sampson J (1996) Learning Contracts. London, Kogan
Page
Boud D, Cressey P and Docherty P (2006) Productive Reflection at Work. Abingdon,
Routledge
Boud D and Garrick J (1999) Understanding Learning at Work. London, Routledge
Doncaster K (2000) Learning Agreements: Their function in work-based programmes
at Middlesex University. Education and Training vol42(6) 349-355
Laycock M and Stephenson J (1993) Using Learning Contracts in Higher Education.
London, Kogan Page.
Moon J (2004) A Handbook of Reflective and Experiential Learning: Theory and
practice. London, Routledge Falmer.
Journals
Journals specific to the learning plan focus should be identified in the learning plan.
•
Journal of Workplace Learning (Emerald)
•
International Journal of Learning and Work
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
79
WEXE721
Working with the Educational Literature
Short Module Title: WEL
Module Code: WEXE721
Credit Level: 7
Credit Value: 20 credits
Length: 1 semester
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Sibyl Coldham
65192
s.coldham@wmin.ac.uk
Host course: MA HE
Status: Core MA HE
Subject Board: Westminster Exchange Postgraduate Assessment Board
Pre-requisites: none
Co-requisites: None
Assessment: 100% coursework
Study Abroad: N/A
Qualifying Mark(s) for Assessment(s):
Concept map
30%
Essay / critique
30%
Special features:
Access restrictions: none
Summary of Module
This module is designed to support teachers in Higher Education, and other related
practitioners, who wish to develop their knowledge and competence for engaging
critically with the educational literature. Like all academic disciplines, Education
draws upon distinctive ‘ways of knowing’ – conceptual frameworks, philosophical
starting points, uses of language, and scholarly conventions. Specialists based in
fields other than Education often face challenges when moving into this unfamiliar
area – especially when critiquing published scholarship and designing educational
inquiry. The module takes an experiential learning approach to building tools for
understanding and working with educational literature: how to identify and access
literature relevant to a given field or topic; how to critically evaluate literature in terms
of its theoretical base, conceptual underpinnings and argument, and implicit values
and ideologies; and how to plan and develop academic writing. As a base for this
work, the module will introduce key theorists in three or four themes in the
educational literature, which will vary from time to time in response to current issues
and developments.
Key Words: educational literatures; critique; ways of knowing; literature search
NB: Information above this line will be used for SITS.
Module Aims
This module is intended to develop your capability and confidence working with
educational theory and policy, and in identifying the philosophical traditions in which
different work is positioned. You will develop intellectual tools through reading,
critique and discussion of significant scholarly work, and so build the confidence to
identify interests. This should enable you to frame critiquing strategies through an
exploration of relevant literature, and thereby begin to build the theoretical base for
further study and educational research.
80
Learning Outcomes
On the successful completion of this module, you will able to …
1. Make sense of your own context and experience in Higher Education (within your
workplace and the wider context of education), and identify what this means for
you in terms of your future development needs and aspirations.
2. Critically evaluate a range of literature in terms of its theoretical and/or conceptual
base and the development of its argument (propositions).
3. Develop and follow through a literature search plan informed by your own
experience and interests, leading to the beginnings of the development of
questions for a personal inquiry plan.
4.
Critique chosen themes and analysis in the literature from the perspective of
your own practice and interests, and articulate and justify the direction for further
inquiry (which may be literature or research-based) and how it might contribute to
understanding and/or practice.
Indicative Syllabus Content
The module takes an experiential learning approach to building tools for
understanding and working with educational literature; how to identify and access
literature relevant to a given field or topic; how to critically evaluate literature in terms
of its theoretical base, conceptual underpinnings and argument; and how to plan and
develop academic writing. As a base for this work, the module will introduce key
theorists in three or four themes in the educational literature, which will vary from
time to time in response to current issues and developments. Indicative themes are:
•
•
•
•
Conceptual approaches to learning
The student experience
HE policies and institutions
Teaching practices and identities
Learning and Teaching Methods
Videoed academic(s) discussion (peer to peer and seminar) of key traditions and
representative papers, guided reading notes and application tasks for developing
analytical tools including concept mapping, critiquing papers, identifying conceptual
starting points; literature searching; developing academic writing.
On-line reading group forums based on student blogs recording their impressions,
critique and questions arising from the shared key texts. Feedback and reflection on
each others’ posts. Drafts of literature search plans and assignments will be posted
for formative peer and tutor feedback. You will also be expected to read and
comment on the work of others in the module group.
Tutor contribution to on-line discussion forums and blogs; four individual or paired
tutorials which may be face to face, skype or video-conferencing as appropriate to
needs, and including an individual tutorial discussion of essay draft.
Independent study, selecting and critiquing reading and posting blogs. You should
allow at least an average of 12 hrs per week over the semester including holidays.
You should also keep a reading and observations journal to capture your thought
processes. We would advise this to be on-line for the efficiency of developing your
thoughts into your writing outputs, including your blog.
81
Assessment Rationale
The assessments are designed as “assessment ‘for’ and ‘as’ learning”. The
processes required of you for doing the assessments are fully integrated with the
aims of the module. The assessments should, therefore, underpin your development
of the intellectual capabilities you need to approach and critique a range of
educational literatures, and support your confidence in developing a personal stance
in relation to an aspect of the field that you have identified for further study.
1. Concept map & commentary on developing interests
25% - 1000 words, excluding the diagram
A) Develop a concept map of the key concepts around learning and education
which frame the way you think about your teaching experience, and/or the role of
Higher Education. Referring to the concept map, write a short commentary on
what you have learned about yourself in terms of your thinking, assumptions and
interests for further research.
B) Explain your professional and personal development interests and aspirations.
Explain how these link to the concept map, and the factors (personal, within your
work context, within the field) that you see as drivers for your developing
research ideas. Using a model of literature critique, draw on two papers relevant
to your interests, to begin to identify the questions or areas of inquiry that you will
explore further in this module, and what you hope to achieve
2. Essay / critique – 75% - 3000 words
You will plan and write up a literature review informed by your developing research
interests, and come to an initial framing of your research question or inquiry.
Assessment Criteria
In order to achieve a pass in this module your work should demonstrate your ability to:
•
present relationships between ideas in diagrammatic form (LO1);
•
critically and reflexively evaluate your experience, approaches and assumptions
through reference to relevant themes and significant contributions to the field
(LO2);
•
select and apply analytical approaches to identify and discuss the conceptual
framework and context in which a piece of work is located, and the relevance of
this to how it might be applied (LO4);
•
identify a focused area of inquiry and justify you approach to it in terms of your
experience, interests and developmental needs (LO1);
•
demonstrate a range of literature searching techniques appropriate to the field of
inquiry (LO3);
•
select and apply analytical approaches to identify and discuss the conceptual
framework and context in which a piece of work is located, and the relevance of
this to how it might be applied (LO4);
•
critical evaluate a chosen set of literature for its arguments, comparisons,
contrasts and/or syntheses that might be made; contributions to the field and
limits of applicability (LO2); and
•
present your analyses as a coherent, structured discussion of a body of work
leading to your evaluation of interests and questions that would merit further
exploration, and where and why they might be of interest. (LO2, LO4 – and
generic criteria for Master’s-level work).
82
Assessment Methods and Weightings:
Concept map & exploration
Essay
Weighting
25%
75%
Qualifying mark/set
30%
30%
Sources
Indicative Reading
Archer, L. (2008) ‘Younger academics’ constructions of ‘authenticity’, ‘success’ and
professional identity’. Studies in Higher Education, 33(4), 385-403.
Ball, S and Reay, D (2005) Degrees of choice : social class, race, gender and higher
education London,Trentham,
Barnett R & Di Napoli R (Eds) Changing identities in higher education: voicing
perspectives. Abingdon: Routledge.
Becher, T. and Trowler, P. (2001) Academic tribes and territories: intellectual enquiry
and the cultures of disciplines (2nd edition). Buckingham: Open University
Press/SRHE.
Castells, M. (2004) 2nd edition The Power of Identity: The Information Age: Economy,
Society and Culture, Volume II. Malden, Massachusetts and Oxford: Blackwell
Publishing.
Clegg, S. (2008) ‘Academic identities under threat?’ British Educational Research
Journal 34(3) 329-345.
Hager P (2004) Conceptions of Learning and Understanding learning at Work.
Studies in Continuing Education 26(1) 3-16
Hart, C (1998) Doing a literature review. London, Sage
Henkel, M. (2000) Academic identities and policy change in higher education.
London: Jessica Kingsley Publishers.
Hay, D and Kinchin, I (2006) Using Concept maps to reveal conceptual typologies.
Education & Training. 48(2/3) 127-142
Latour, B (1987) Science in Action. Milton Keynes, Open University Press (Chapter
1)
Lave, J and Wenger E (1992) Situated Learning; Legitimate Peripheral Participation.
Cambridge, Cambridge University Press.
Nicholl, K and Fejes, A (2008) Mobilising Foucault in studies of lifelong learning.
Chapter 1 in A Fejes and K Nicholl (eds) Foucault and Lifelong learning. London,
Routledge
Novak, J. D & Cañas, A. J (2008) The Theory Underlying Concept Maps and How to
Construct and Use Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008,
Florida Institute for Human and Machine Cognition, 2008, available at:
cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Ruth, D (2008) 'Being an academic: authorship, authenticity and authority'. London
Review of Education, 6(2), 99 — 109
Sfard A (1998) On Two Metaphors for Learning: and the dangers of choosing just
one. Educational Researcher, 27(2) 4-13
Stierer B and Antoniou M (2004) ‘Are there distinctive methodologies for pedagogic
research in higher education?’ Teaching in Higher Education, 9(3) pp 275-285.
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Usher, R, Bryant, I and Johnston, R (1997) Adult education and the postmodern
challenge. London, Routledge. (chapter 6 – Reconceptualising theory and practice)
Wenger E (1998) Communities of Practice: Learning, Meaning and Identity.
Cambridge, Cambridge University Press
Specific reading lists related to the year’s themes will be developed each year. It is
anticipated that the literature reviews that form the second assessment will be
available to subsequent years.
Key journals (all are available on-line through library search)
• British Educational Research Journal
• Higher Education Quarterly
• Higher Education Research and Development
• Journal of Education and Work
• Journal of Higher Education Policy and Management
• Studies in Continuing Education
• Studies in Higher Education
• Teaching in Higher Education
• Quality in Higher Education
Websites
Concept mapping tools cmap.ihmc.us/download/ (this is free software)
HE Academy.ac.uk heacademy.ac.uk/resources
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
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WEXE722
Researching Educational Issues and Practices
Short Module Title: REIP
Module Code: WEXE722
Credit Level: 7
Credit Value: 20 points
Length: 1 semester
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Dr Barry Stierer & Dr Pauline Armsby
65443
b.stierer@wmin.ac.uk
Host course: MA in Higher Education
Status: Core
Subject Board:Westminster Exchange Postgraduate Assessment Board
Pre-requisites:
None – though students are strongly encouraged to complete the Postgraduate
Certificate in Higher Education (or equivalent) before enrolling for this module.
Co-requisites:
Assessment: 100% coursework
Study Abroad: N/A
Qualifying Mark(s) for Assessment(s): 30%
Special features:
The module functions as preparation for the Dissertation module of the MA in Higher
Education, as well as professional development for educational practitioners wishing
to develop knowledge, understanding and expertise in researching educational
issues and practices.
Access restrictions: None
Summary of Module
The module prepares educational practitioners, working within Higher Education and
related settings, for the effective and responsible conduct of research into
educational issues and practices. The module takes a broad and critical view of
research, to include not only empirical and work-based inquiry but also other
approaches such as policy-focused inquiry and critical evaluation of developmental
initiatives. Each main stage in the inquiry process is examined, from initial research
questions, through literature reviewing, project planning, ethical and interpersonal
considerations, collection and analysis of data, and effective communication of
project outcomes. Participants are introduced to a wide range of methodological
frameworks and practical approaches for capturing and analysing evidence, within
both qualitative and quantitative paradigms, and they are invited to compare and
contrast the distinctive paradigms for educational research with those prevalent in
their own discipline and/or professional field. They are encouraged to construct
research questions that are located in appropriate literatures and contemporary
professional debates, and to make judicious selections of methodological frameworks
and practical research methods in order to achieve effective and principled alignment
with those research questions. The module culminates in the preparation of a
detailed project proposal which may form the basis for the Dissertation module of the
MA in Higher Education.
Keywords: research methods, education, higher education,
NB: Information above this line will be used for SITS.
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Module Aims
The module aims to help you to develop your knowledge, understanding and
expertise with respect to the concepts, methods, debates and values in educational
research, so that you may conduct research into issues and practices in Higher
Education confidently, effectively and responsibly. You will be introduced to a broad
view of research in education, and to a wide range of approaches for capturing and
analysing evidence – drawing on both quantitative and qualitative traditions – so that
you may make critical and informed decisions when designing educational inquiries.
Each main stage in the inquiry process will be critically examined, from initial
research questions, through project planning, literature reviewing, ethical and
interpersonal considerations, collection and analysis of data, and effective
communication of project outcomes. Finally, you will be supported in the preparation
of a detailed project proposal for an educational inquiry, drawing upon the
knowledge, understanding and expertise you have gained through the module, which
may form the basis for the Dissertation module of the MA in Higher Education.
Learning Outcomes
On the successful completion of this module, you will …
1. Have developed your knowledge and understanding of key concepts, methods,
debates and values in educational research.
2. Be able to make critical, ethical and informed decisions when designing an
educational inquiry, based on a broad view of research in education, and drawing
on knowledge of a wide range of methodological frameworks and approaches for
capturing and analysing evidence.
3. Be able to construct, and critically evaluate, each main stage in the inquiry
process, from initial research questions, through project planning, literature
reviewing, ethical and interpersonal considerations, collection and analysis of
data, and effective communication and impact of project outcomes.
Indicative Syllabus Content
• Introduction to a selection of approaches for collecting and analysing data, such as
interviewing, focus groups, questionnaires, discourse analysis, observation, personal
constructs, content analysis/grounded theory, quantitative approaches including
surveys and longitudinal.
• Methodological paradigms for researching educational issues and practices,
including action research, ethnography/naturalistic, historical/documentary,
appreciative inquiry, critical/transformative methodologies, mainstream social
science frameworks, phenomenography, positivism.
• Introduction to key aspects of the educational research process, including sampling,
validity and reliability.
• The ‘life cycle’ of the educational inquiry process: from initial research questions,
through project planning, ethical and interpersonal considerations, data collection
and analysis, and effective communication and impact.
• Designing your project, including timetabling and action planning.
• Critical reading of published research: values, interests, assumptions,
methodological and epistemological issues.
• The phenomenon of the ‘practitioner-researcher’ in Higher Education.
• Is ‘Higher Education Studies’ a discipline? Are there distinctive methodologies for
researching issues and practices in Higher Education?
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Learning and Teaching Methods
Guided independent reading and activities 100 hours; virtual seminars and tutorials
and virtual self-managed study groups 40 hours; work-based project planning 60
hours.
Assessment Rationale
The developmental quality of the module indicates the need for an approach to
assessment which encourages a staged design of the research proposal that
ultimately forms the summative element of the assessment strategy, with
opportunities for regular feedback from tutors and fellow participants. The
assessment strategy for the module is therefore based on three interim staging
points, where participants will submit their work-in-progress for defined elements of
the research proposal, corresponding to the elements of project planning covered in
the module at that point. Participants will receive formative feedback online from
tutors and fellow participants on these staged elements of project planning. This
culminates in the submission of a final summative fully-developed project proposal at
the end of the module.
Assessment Criteria
In order to achieve a pass for the module, you final project proposal will demonstrate
that you have:
•
•
•
•
•
identified a topic for your inquiry, based on your interests and/or professional
circumstances, that is commensurate with Master’s-level work and is realistically
achievable within the time and resources available for MA dissertation work (LO3,
LO4);
constructed a sound analytical rationale for your inquiry, drawing on your
knowledge and understanding of the professional and conceptual context within
which the inquiry will be conducted (LO1, LO3);
demonstrated an ability to plan your project effectively and realistically, including
a suitable timetable, a review of potential barriers, and a communication and
impact plan for the project outcomes (LO2, LO3);
demonstrated a critical awareness of ethical and interpersonal considerations,
and built into the planning of your project adequate time for obtaining necessary
ethical approvals (LO3); and
made critical and informed decisions when designing your inquiry, based on a
broad view of research in education, and drawing on your knowledge of a wide
range of approaches for capturing and analysing evidence (LO1, LO2, LO3).
Assessment Methods and Weightings
Project planning stage 1
Weighting
Qualifying mark/set
10%
30%
—normally identification of research question(s), summary rationale,
summary account of the research context/setting, and a summary of
ethical/professional/interpersonal considerations
Project planning stage 2
10%
30%
—normally an outline of the methodological frameworks/paradigms within
which the inquiry will be located
Project planning stage 3
10%
30%
—normally an outline of the proposed approach to collecting and analysing
data
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Final project proposal
70%
30%
—a full proposal, including an account of any pilot/preliminary research, and a
developed rationale
Sources
Indicative Reading
Becher, T. & Trowler, P. (2001) Academic tribes and territories : intellectual enquiry
and the culture of disciplines (2nd edition). Maidenhead: Open University
Press/SRHE.
Clough, P. & Nutbrown, C. (2002) A student’s guide to methodology. London: Sage.
Cousin, G. (2008) Researching Learning in Higher Education: An Introduction to
Contemporary Methods and Approaches. London: Routledge.
Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education (6th
Edition). London: Routledge.
Jenkins, A., Breen, R. and Lindsay, R. (2003). Reshaping Teaching in Higher
Education: Linking Teaching and Research. London: Kogan Page.
Norton, L.S. (2008) Action Research in Teaching and Learning: A Practical Guide to
Conducting Pedagogical Research in Universities. London: Routledge.
Opie, C. (ed) (2004). Doing Educational Research: A Guide for First Time
Researchers. Sage.
Robson, C. (2002) Real World Research: A Resource for Social Scientists and
Practitioner-researchers (2nd Edition). Wiley Blackwell.
Rowland, S. (2000). The Enquiring University Teacher. Buckingham: SRHE and
Open University Press.
Stierer, B. & Antoniou, M. (2004) ‘Are there distinctive methodologies for pedagogic
research in Higher Education?’. Teaching in Higher Education, 9(3) pp 275-285.
Tight, M. (2003) Researching Higher Education. Maidenhead: Open University
Press/SRHE.
Tight, M. (2004) The RoutledgeFalmer Reader in Higher Education. Abingdon:
Routledge.
Walker, M. (2005) Higher Education Pedagogies. Open University Press.
Journals
• Teaching in Higher Education
• Studies in Higher Education
• International Journal of Research & Method in Education
• Higher Education Research and Development
• International Journal of Qualitative Studies in Education
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
88
WEXE751
Dissertation
Short Module Title: Dissertation
Module Code: WEXE751
Credit Level: 7
Credit Value: 60 credits
Length: 2 semesters
School and Department: Westminster Exchange
Module Leader(s):
Extension:
E-mail:
Barry Stierer
65443
b.stierer@wmin.ac.uk
Host course: MA HE
Status: Core
Subject Board: Westminster Exchange Postgraduate Assessment Board
Pre-requisites:
Researching Educational issues and practices
Working with Educational Literature
Co-requisites:
Assessment: 100% Coursework approximately 15, 000 words
Study Abroad: N/A
Qualifying Mark(s) for Assessment(s): 30%
Special features:
Access restrictions:
Summary of Module
The Dissertation provides participants with the opportunity for sustained work of an
independent nature, in an area of personal or professional interest. The dissertation is
intended to be the culmination of a programme of study, and consequently, it is normally
the last piece of work submitted for the MA HE.
NB: Information above this line will be used for SITS.
Module Aims
The module aims to:
• provide participants with the opportunity for sustained work of an independent
nature, in an area of personal of professional interest;
• promote research and scholarship in education; and
• provide participants with the skills to undertake further research in HE.
Learning Outcomes
On the successful completion of this module, you will able to …
1. Identify an area for educational research.
2. Integrate a comprehensive range of literature, research and current debate
around the chosen topic.
3. Select and use appropriate research tools.
4. Use primary sources (where appropriate) for analytical as well as descriptive
purposes.
5. Structure and lucidly express coherent, concise and focused argument and
findings.
Indicative Syllabus Content
1. Planning a dissertation—usually undertaken prior to the semester in which the
dissertation is commenced through the module ‘Researching Educational Issues
and Practices’
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• Deciding on a focus
• Deciding on the appropriate research method
• Submitting a dissertation topic
2. Submitting a dissertation plan—undertaken at the start of the process
• Finalising and agreeing the dissertation plan
• Criteria for accepting a dissertation plan
• Completing the dissertation plan
3. Working on your dissertation
• Planning and managing the dissertation
• Working through the investigation
• Regulations/ethical considerations
4. Tutorials—throughout the agreed study period
• Tutorials with the dissertation supervisor
Learning and Teaching Methods
The form and content of the Dissertation will be negotiated between yourself and the
allocated tutor, making use of a dissertation plan. The dissertation plan must be
agreed between yourself and tutor before work commences. The plan is subject to
the approval of the Module Leader, or designated member(s) of the Module Team.
You will be allocated a Tutor to supervise your dissertation work. Overall you will be
completing 600 hours of study for the 60 credit dissertation.
Assessment Rationale
The dissertation (approximately 15,000 words) should be research-based and involve
systematic analysis and rigorous enquiry. It may be empirical or it may be
theoretically based. This meets the aims of enabling a broad focus of study whilst
meeting the specific learning outcomes.
Assessment Criteria
The dissertation should include:
• clear research aims and questions (LO1);
• discussion of the rationale for and the context of the study (LO1);
• the use of relevant literature to illuminate both the objectives and the findings of
the research (LO2, LO4);
• consideration of the methodology, including the purposes and limitations of
chosen methods and any ethical issues (LO3);
• systematic presentation and analysis of research data (LO5);
• relevant findings, recommendations and/or conclusions (L05); and
• clear connections within and across the different sections (LO5).
Assessment Methods and Weightings
Dissertation
Weighting
Qualifying mark/set
100%
30%
Sources
Biggam J. (2011) Succeeding with you Master's Dissertation: A Step-by-Step
Handbook: A Step-by-step Guide, Open UP Study Skills
Specific sources will vary with the topic and nature of investigation.
Date of Initial Validation: May 2011
Dates of approved modifications:
Date of re-validation/review:
90