University of Bradford
School of Lifelong Education and Development
Programme Specification
MEd in Training and Development
Awarding and Teaching Institution:
Final Award:
University of Bradford
MEd / Postgraduate Diploma /
Postgraduate Certificate
MEd in Training and Development
Two years (part-time) total distance learning
and residential distance learning
Not applicable
Education
Not applicable
April 2008
Programme Title:
Duration:
UCAS Code:
Subject benchmark statement:
Programme accredited by:
Date produced:
Aims
The programme has been specifically designed for experienced practitioners in the fields of
training and human resource development. Students are attracted from a wide cross-section
of professional backgrounds from multinational organisations to private consultancies and the
public sector.
The main aims of this programme are to enable you to produce strategic work based projects
and to undertake a substantial investigation into relevant professional practice, which allows
you to demonstrate both theoretical understanding, critical awareness and personal reflection.
The Degree enables you to focus upon areas of specialisation within your professional field
and workplace practice and to develop the advanced research skills and theoretical
awareness necessary to complete a substantial piece of research.
This programme should






Enable you as a practitioner in training and development to study current trends and
strategy in training and development, within a framework of advanced theory in
learning, training and development.
Provide a flexible programme of study that reflects and utilises areas of tutor
experience and expertise.
Encourages you to develop or build upon independent learning skills through the
provision of a supportive and structured learning environment which promotes
sharing of expertise and learning amongst and with your fellow students.
Develop high-level subject knowledge and understanding which will assist you to
work at a more strategic level both in your current job and in your future career.
Prepare
you
for
situations
requiring
you
to
influence
and
take
responsibility/accountability for major decision-making within your professional field.
Develop high level critical and analytical problem-solving skills which will assist you in
addressing complex and key issues within your employing organisations or with those
that you seek to influence.
Learning Outcomes as a result of completing the course cover: knowledge and
understanding, discipline related practical and professional skills, personal transferable skills
and capabilities specified in learning outcomes for approved modules in the programme. In
particular these include
Knowledge and understanding including
 differentiating different forms of learning including the role of individual, group
organizational, and flexible learning
D:\106761618.doc
1



systematic analysis and evaluation of the functions, structure and culture of
organisations and how these are influenced in changing and complex organizational
settings
evaluating and analysing the strategic and competitive advantage implications of
performance, knowledge and diversity on the role of the training and development
professional
conceptual understanding of quality issues as regards auditing training and
development specialisms, including national initiatives in the UK; analysing,
evaluating and critically reviewing a wide range of literature and research specific to
the area of learning, training and development
Discipline skills including
 identifying, analysing and evaluating training needs
 evaluating the role and purpose of human resource management and development
and meeting training needs
 advanced skills demonstrating strategic understanding and application of complex
issues regarding performance, knowledge and diversity to workplace learning
 quantitative and qualitative research investigating an aspect of Training and
Development relevant to the students experience
Personal Transferable Skills including
 reflecting on personal individual training needs and communicating these effectively
in writing
 evaluating a problem and communicating a solution
 critically appraising issues from several perspectives including considering personal
practice and communicating outcomes effectively
 critically evaluating issues relevant to the workplace from different perspectives and
demonstrating an understanding of the research process as it relates to those
issues.
Curriculum
The course is offered in a part-time (2 years) mode. Four compulsory modules plus
dissertation provide an appropriate learning framework for developing advanced specialist
and professional skills. All modules are at M Level.
The curriculum may change subject to the University’s course approval, monitoring and
review procedures. The External Examiner for the Course is currently from Loughborough
University.
The Masters qualification comprises 180 credits; 30 credits for each taught module and 60
credits for the dissertation. 10 credits is the equivalent of 100 student learning hours. Details
about modules, including specific learning outcomes, are available in the module descriptors.
Assessment regulations: a summary (the text of the progression regulations is maintained
on the Web)
To be eligible for a Masters Degree,

you must achieve at least 40.0% in 160 credits and 35.0% in the other 20 credits.
If you attain an overall weighted average of at least 60.0% at the initial attempt, including at
least 60.0% at the initial attempt in any dissertation, you will be eligible for the award of the
Degree of Master with Merit.
If you attain an overall weighted average of at least 70.0% at the initial attempt, including at
least 70.0% at the initial attempt in your dissertation, you will be eligible for the award of the
Degree of Master with Distinction.
To be eligible for the award of the Postgraduate Diploma you must achieve at least 40.0% in
100 Credits and at least 35.0% in the other 20 Credits.
D:\106761618.doc
2
To be eligible for the award of the Postgraduate Certificate you must achieve at least 40% in
40 credits and at least 35% in the other 20 credits.
http://www.brad.ac.uk/admin/acsec/QA_Hbk/Postgrad_Taught_Regs.html#eligibility_for_awar
ds
Admission Requirements
All candidates must have current professional experience in the fields of training, education or
professional development.
Additionally you must have either
 a first degree from an approved University or an equivalent institution, or
 an appropriate Postgraduate qualification awarded at an approved institution, or
 a professional qualification, and evidence of advanced professional standing and
experience in the field of Training and Development
Non- graduates will initially be registered for the Postgraduate Diploma. Progression to
registration for the Master’s Degree will be automatic upon successful completion of the four
assignments.
Course Structure
Module Title
Module Code
Status
Credits
Semester
Training and Development –
Theories, Practice and Policies
LED9105T
LED9100T
C
30
1 or 2
Training Development and
Organisations
LED9106T
LED9101T
C
30
1 or 2
Managing and Training for
Performance, Knowledge and
Diversity
Auditing and Researching Training
and Development
Dissertation
LED9107T
LED9102T
C
30
1 or 2
LED9108T
LED9103T
LED9109Z
LED 9104Z
C
30
1 or 2
C**
60
1 or 2
** Subject to Progression
C= Compulsory
Teaching, learning and assessment strategies
The course is based upon distance learning materials with tutor input and support to enable
you to complete assignments and the dissertation. Set texts plus open learning materials are
supplied to cover the four modules. These materials are complemented by reflective tasks
and group communication exercises using the Blackboard virtual learning environment. As a
part time student you can undertake the course in one of the following ways
1. By distance/open learning with compulsory attendance at five residentials, with one
residential at the start of each module. The residential weekends introduce each
module and enable course members to network.
Or
2. By total distance learning where all communication between staff and students is by
electronic means. Students doing the course by total distance learning will receive an
additional communications exercise through the Blackboard Virtual Learning
Environment, to simulate aspects of the residential experience.
Assessment is seen as an integral part of the learning process. Modes of assessment will not
be based simply on essays, but will include a range of assignments. In other words the
assessment is embedded in the content of the course and should extend knowledge,
experience and skill. All assessment is by coursework; there are no examinations.
D:\106761618.doc
3
Student support and guidance
The nature of teaching, learning and research provision on the total distance learning version
of this Masters creates a group learning environment through Blackboard discussion, tasks
and exercises, followed by periods when students are working on their own as independent
distance learners. As such the course requires a number of levels of student support and
guidance. The Course Director and a Course Management Team provide strategic direction,
an academic overview and support to both you as a student and to module tutors. Each
module has two tutors, one acting as the module leader (to ensure consistency and quality of
module content, one as cohort tutor (to ensure consistency of approach and support to
students) and both as personal tutors on each module. The role of the tutors will be to support
students in achieving the learning outcomes of the course and to provide written feedback of
progress for each student, on both a formal and an informal basis. In the final stage each
student works with their dissertation tutor who provides both academic and pastoral support.
Each cohort as a group will also be encouraged by tutoring staff to provide peer support and
sharing of experience both within and outside the taught elements of the course.
Full use will also be made of learning support services including the library, e-mail and elearning facilities and approaches, with training on each being included within the course
content. All distance learners are entitled to use library services such as postal loans and
photocopies of articles. It may also be possible to arrange for you to make use of academic
libraries near your home or place of work. The support provided by the School is enhanced by
a strong University infrastructure, including the Disability Office, Student Counselling Service,
Careers Service and 24-hour access to Library and Computer facilities. All Distance Learning
students have access to email and the web and are entitled to use library services such as
postal loans and photocopies of articles. It may also be possible to arrange for you to make
use of academic libraries near your home or place of work. Student Support web links can be
found at http://www.brad.ac.uk/internal/student.php.
Two core texts will be purchased by students themselves. Other core texts will be provided
from inclusion within course fees and therefore there will be no resource implications for the
Library.
Core texts for the programme include:
Beard C and Wilson J.P (2002) The Power of Experiential Learning: a handbook for trainers
and developers, Kogan Page, London.
Buckley R and Caple J (2003) 4th edition, The Theory and Practice of Training, Kogan Page,
London.
Handy C.B (1993) Understanding Organizations, Penguin, London
Jarvis P, Holford J, and Griffin C (2003), The Theory and Practice of Learning, Kogan Page,
London.
Wilson,J.P,ed (2005)
Second Edition, Human Resource Development: Learning and
training for individuals and organizations, Kogan Page, London.
There is a Staff Student Liaison Committee which meets twice per semester to discuss staff
student meetings and feedback. This is student-led and looks at course-wide or School
issues. It reports to the Academic Courses Committee, which in turn reports to the School
Board and in its turn to the Senate. The discussion board of the Blackboard virtual learning
environment is also designed to facilitate staff/student comments and feedback. A private
discussion board will be available for students which will enable them to discuss issues in
complete confidence with peers. The nominated student representative will be asked to
summarise any issues and submit these to the Course Director at least twice per semester.
Further information
Further information can be found in the Postgraduate Prospectus. More details about the
School of Lifelong Education and Development and its courses can be obtained from the
University of Bradford, Bradford, West Yorkshire BD7 1DP, UK; Tel +44-(0)1274 233210
Email: learning@bradford.ac.uk
D:\106761618.doc
4