MA Leadership and Management (Further Education)
Paper presented at the
International Professional Development Association
International Conference
30 November – 1 December 2007
Ramada Hotel, Belfast
Godfrey Pryce Hurley, Mike Jones, Gavin Thomas
fforwm (Association of Further Education Institutions in Wales)
Rationale
The demand for this unique all-Wales part-time MA degree is based on extensive
field research conducted by fforwm over many years. This research has shown
significant leadership and management development needs amongst managers in
further education institutions in Wales, especially at the level of middle managers.
The MA Programme commenced in January 2003 as a partnership arrangement
between the University of Wales, Newport and fforwm. The modular scheme is
largely based on the Further Education National Training Organisation (FENTO)
National Occupational Standards published in 2002 which was replaced in January
2005 by Lifelong Learning UK (LLUK). LLUK is the Sector Skills Council responsible
for the professional development of all those working in the field of lifelong learning.
Use has also been made of evidence provided by Education and Learning Wales
(ELWa) now the Department for Children , Education , Lifelong Learning and Skills
(DCELLS) ,Welsh Assembly Government and Estyn (Her Majesty’s Inspectorate for
Education and Training in Wales) on quality and standards of leadership and
management in further education institutions.
The programme focus is on the management roles and functions needed to deliver
an institution’s core business. It has been designed to assist managers to lead and
manage further education institutions efficiently and effectively during the period of
considerable change. It :
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builds on the abilities of managers and creates an opportunity for continuous
professional development with each manager to take primary responsibility for
his/her personal development
provides an opportunity to identify essential skills needed for effective
management and to practice and develop these skills within a framework of
managing self, managing others and managing operations
encourages and supports managers in developing leadership qualities and
management skills in themselves and those they manage
seeks to improve the performance of managers
analyses the nature and dynamics of the opportunities and constraints
presented by changing financial circumstances, the demands of public
accountability and an increasingly competitive further education sector
is flexible with a practical orientation on action research and delivered to a high
standard
In this context it is consistent with the importance which the Welsh Assembly
Government attaches to continuous professional development and the
professionalisation of the workforce.
Target Audience
The MA programme has been developed for those who wish to gain a Masters
qualification through a combination of a taught programme and action research.
The course is designed for middle and senior managers. Categories of managers
include : unit/module leader; programme co-ordinator; head of department / school /
section; head of faculty; campus manager; assistant / vice-principal and other
college managers with clearly defined responsibilities. The programme is relevant
to those with considerable existing experience as well as those whose management
responsibilities are new and who aspire to more senior positions. It can be of
benefit to those already well qualified and to those, without management
qualifications, who want their skills, knowledge and abilities to be formally
accredited. It can help those who want to up-date their approach to familiar work,
by having an opportunity to check out or challenge assumptions. It can also help
those who are changing direction or taking up new and unfamiliar duties.
The programme will help managers identify their existing competences, set targets
for their own development and enable them to demonstrate new or enhanced
abilities as a result of their wide ranging studies during the course. The challenges
facing leaders today are complex and demanding. Leaders of the future must
embrace transformational change, think both locally and nationally , and more often
than not manage people in less time with fewer resources.
Duration
Registration is for two to five years part-time. The course is a modular one
comprising of one module per semester ( half year).
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In the first year of study participants will normally undertake two taught modules
In the second year of study participants will normally undertake one taught
module and an Independent Study
In the third and any subsequent year of study participants will undertake a
dissertation.
Objectives
The programme is forward looking at all times and takes account of the changes
and challenges facing the learning and skills sector . It provides participants with
opportunities to :
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Develop both interpersonal and organisational skills
Improve understanding of the various forces which affect the way in which
groups of people interact in the workplace
Become aware of assumptions, values and perspectives which influence the
behaviour of managers
Help managers recognise and develop those skills which make them more
effective in their institution
Provide structure for self-appraisal of their own needs to meet the corporate
needs of the institution
Provide managers with a programme of education and training needs which
develop transferable key skills
Benefits of the Programme
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National / Regional / Local
Participants have the opportunity of sharing experiences and developing contact
with colleagues locally, regionally and nationally.
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Flexible
In terms of delivery the programme, dependent upon demand, is offered on an allWales basis and use is being made of the video conferencing network as
appropriate.
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Professionally relevant
The programme welds theory with practice and gives priority to applications and
relevance. There is extensive use of good practice case studies, delivered by
experienced senior professionals from the sector.
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Mentoring and Support
All participants have support from an approved personal tutor. Participants are
encouraged to provide mutual support in pairs or small groups.
Structure of Programme
The programme allows individuals to participate to a time-scale and follow learning
approaches relevant to their particular circumstances. It is flexible enough to
respond to present and anticipated future role expectations and encourages
collaborative working. Individuals may work at the pace, and in the manner, most
appropriate to their needs , responsibilities and circumstances. Emphasis is
placed on practical management issues and it is recognised that conceptual and
analytical skills are essential for management.
The scheme is presented as follows:
Part 1
3 core modules
Credit Rating
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Current and Continuing Issues in Education and Training
30
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Leadership and Management Theory and Concepts
30
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Management In Practice
30
Plus
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Independent Study/Research Methodology
30
Part 2
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Dissertation
60
Total
180
Delivery Model and Timeframe
The programme consists of a combination of didactic and negotiated learning
approaches together with directed and independent learning by expert practitioners
in the post-16 education and training sector. Participants have extensive
opportunities to participants to discuss current issues with high profile presenters
from Estyn, LLUK, WAG and representatives from other agencies/organisations.
The programme is quality assured by the University and by fforwm. The delivery
team is carefully selected to ensure a range of specialisations based on previous
experience and qualifications. Video conferencing is an integral part of the delivery
process wherever appropriate and extensive use is made of electronic mail.
Part 1
Module 1 : Current and Continuing Issues in Education and Training
Stage 1 – initial two days residential experience at the University provides an
opportunity to all participants to familiarise themselves with the programme. The
purpose of the initial session is to introduce course members to each other, to the
university and its facilities and , importantly , induction to the scheme. In addition to
scene setting, when the expectation of the course is explored in detail, the
programme consists of a series of varied activities including lectures, workshops,
seminars, presentations, tasks and role plays spread across 18 contact hours. The
two days include an induction to research methodology and covers the listed
indicative content for the module. Each activity is led by one or more of the core
team and by visiting speakers. A “common” written assignment equivalent to 5,000
words is the means of assessment for the module and is presented to participants
during the residential session.
Stage 2 – Directed Study: 8/10 weeks research and investigation leading to the
preparation of an assignment.
Stage 3 – National Seminar
Participants attend a two-day seminar to further consider current issues in
education and training and to consider work in progress with regard to the
“common” assignment. Participants are required to make a presentation to their
peers. The seminar encourages interaction between course members leading
towards a systematic analysis of problems encountered in the management of
institutions, provide the basis for individual and group learning and foster the
confidence of individual course members in terms of understanding the
complexities of leadership and management while developing the capacity to
analyse institutions from a management perspective. In addition , the seminar
provides a forum for reporting back , presenting syndicate group findings to fellow
group members and to analyse a number of points of comparison between different
educational institutions and environments.
Two regional “partner” further education institutions help to foster group identity and
a sense of belonging to the course, provide focal points for meetings of smaller
groups on an informal basis, help facilitate the dissemination of ideas across a
clearly defined group of participants and enable them to meet to identify
management problems and discuss approaches to problem solving. Adopting a
regional approach helps to foster group identity and a sense of belonging to the
course, facilitate the dissemination of ideas across a clearly defined group of
members, provide focal points for meetings of smaller groups on an informal basis
and enable members to meet to identify management problems and discuss
approaches to problem solving.
Stage 4 – Continuation of research and investigation linked to the assessed
assignment. There are also further opportunities for consultations with personal
tutors.
Module 2: Leadership and Management Theory and Concepts
The pattern adopted for the delivery is similar to that outlined for Module 1.
Traditional , current and competing management theories are studied in order to
provide participants with the knowledge and understanding to critically examine
their own institution / organisation’s philosophy and practice . Topics covered
include : leadership theory and applications , managing change / conflicts and
managing quality and curriculum.
Assessment for the Module will comprise one negotiated written assignment of
5,000 words.
Module 3: Management in Practice
The pattern adopted for the delivery of the module and assessment is similar to that
outlined above for Modules 1 and 2. This module explores and identifies good or
best practice in a range of management processes and decision-making. Topics
covered are human resource functions, financial management , quality , standards ,
curriculum issues and strategic planning.
Module 4: Independent Study/Research Methodology Module
This module will offer participants an opportunity to focus upon a specific area of
professional relevance and to carry out in-depth research to enhance knowledge
and understanding. Participants are required to gain approval of a formal protocol of
1,000 words in length for the study prior to its commencement The investigation
must incorporate a wide range of research methods involving the production of
qualitative and /or quantitative data.
Assessment for the module is based upon a negotiated written assignment of
6,500 words.
Part 2
Dissertation:
A dissertation of 20,000 words in length is a major requirement of the MA
programme. It enables participants to study in depth an appropriate negotiated
topic or issue of particular interest to them personally and of value to their
professional practice and relevant organisation. Students attend a formal
dissertation induction session which explore and develop issues in protocol
development and research conventions. A follow-on session is also an integral part
of the dissertation stage during which each participant reports on progress made .
The dissertation must be completed within a 5-year period of commencement on
the programme.
PERSONAL TUTORS
The tutorial team has recently been extended to twelve to take account of the
increase in the number of participants.
For the first four modules each course member is allocated a personal tutor to
support and advise in connection with action research activities. Their primary role
is to act as mentors in respect of the assignments and independent study and they
also provide key inputs on core modules. Tutors carry out their supporting role on
an individual basis and the core team of three tutors are normally in attendance
during each of the residential sessions, thus offering additional opportunities of
support and mentoring.
It is a particular feature of the programme that assessment and tutorial support is
be available through the medium of Welsh as requested.
ADMISSION
The programme is offered twice each year with a January and July enrolments.
Further education institutions in Wales are invited to nominate managers to
participate in the programme. It is an expectation of course entry that participants
will normally be employed in a managerial capacity in the post-16 learning and skills
sector.
Applications are made through fforwm directly to the UWN and the final decision on
participants’ involvement will rest with the Programme Team.
Award Structure and Credit Rating
There are three possible terminal points:
Postgraduate Certificate
Postgraduate Diploma
MA
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60 Credits
120 Credits
180 Credits
Assessment
Summative Assessment :
(i)
Module assignments, each the equivalent of a written assignment of
5,000 words in length for a 30 credit module or 6,500 words for an
Independent Study.
(ii)
20,000 words MA Dissertation
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Formative Assessment
(i)
(ii)
(iii)
Tutor feedback on work in progress through 1:1 tutorials
Self assessment during module sessions
Discussions and activities
Accreditation of Prior Achievement
It may be possible for a participant to claim accreditation against the programme of
study on the basis of previous certified achievements within the previous 5 years.
Claims can only be made for whole modules.
Teaching and Learning
(i)
Strategies include :
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Lecturers
Seminars
Group work and discussions
Presentation of case studies
Access to expert practitioners/visiting speakers
Guided reading and independent study
Supported self study
Individual tutorials
ICT based activities
E-learning
(ii)
Learning Process
The programme involves three types of learning situation:
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Contact with lecturers/visiting speakers (“supported hours”)
Study outside contact times as directed by tutors (“directed learning”)
Study at own initiative (“independent learning”)
Contact hours + directed study hours + independent learning = total study hours.
Total study hours define the credit volume for a module – using the formula : 1
credit = 10 notional study hours.
Normally for a 30 credit module there are 36 contact hours, 64 directed study hours
and 200 independent study hours .
(iii)
Underlying philosophy behind learning approaches
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Help the student achieve intended learning outcomes
Enable the development of knowledge, understanding and skills
Encourage the student to take responsibility for independent learning
Provide an appropriate range of, and balance between, learning
approaches
Exploit any work experience which the student has
Quality Assurance
Standards and quality are given the highest priority and are monitored and
evaluated in accordance with University Regulations and Procedures. The main
processes are :
(i) Programme Management Responsibilities – the MA Programme ( 15
pathways) reports to the University Humanities and Education Departmental Board
which in turn reports to the School Quality Enhancement Committee. The Board
meets every six weeks during the year and is responsible for consideration of major
issues arising from Examination Boards , external examiner report and student
feedback. These matters inform the Annual Monitoring and Evaluation Report.
(ii) Monitoring and Evaluation
The quality of the programme is continuously monitored and includes :
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Tutors responding quickly to issues arising on a day-to-day / week-toweek basis
Formal review by the University Departmental Board which involves
longer term planning culminating in an Annual Monitoring and Evaluation
Report
Formal evaluation of student feedback
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Moderation meetings per semester between core members of the tutorial
team and the Director of the Masters Programmes (considering issues
such as pass rates)
 External examiner reports
 Double marking of each piece of a student’s assessed written work by
members of the tutorial team
 Seminar for the tutorial team to share good practice in marking , providing
feedback to students and development of programme
A quinquennial review of the programme is scheduled for 2010 .
(iii) External Examiner
The overall standard of the programme is monitored by an external examiner with
extensive experience in the field of further education. This responsibility is fulfilled in
a variety of ways including: attending assessment boards, reviewing samples of
student work and moderating grades, ensuring that regulations are followed and
providing feedback through an annual report.
(iv) Views of Students
Module evaluations are used for gaining feedback that enables the core tutorial
team and the MA Programme Director to develop the programme.
Strengths of current arrangements have shown :
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advice from tutors with regard to the presentation of assessed work has been an
important contributing factor to enable students to contextualise their work
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self-reflection and networking has enabled students to gain information from
colleagues, to disseminate good practice and to widen their knowledge of post16 education and training
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students regularly demonstrating an ability to link theory with practice and to
develop their investigative skills
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detailed module plans with regard to context and delivery have been beneficial
in focusing students’ preparation
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extensive use of video conferencing facilities at regional partnership institutions
have led to maximise the use of resources in the delivery of the programme and
to meet the geographical needs of students
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balance between formal inputs by expert practitioners in the post-16 education
and training sector and case studies has provided an opportunity for students to
work as a whole group, as members of sub-groups and on an individual basis
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extensive opportunities have been provided to discuss current issues with high
profile presentations from Estyn, LLUK, WAG and others
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success enjoyed by participants in gaining promotion partly by studying on the
Programme
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use of outcomes of the areas researched by students within their institutions.
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experience and expertise of the course tutorial team is highly valued
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wide diversity of participants from institutions of different sizes, cultures,
attitudes, experiences and perspectives add to the wealth of mutual benefits
gained
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meetings between the core tutorial team and the external examiner have been
beneficial
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opportunity provided to students to focus on the bigger picture
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raising awareness of the skills needed for effective leadership and good
management
Appendix A
MA Leadership and Management (Further Education) 2007
1.
Participation
Features include ;
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Total enrolment – 126 (since the programme commenced in January 2003)
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Males 50 (39.7%); Females 76 (60.3%)
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Withdrawals 7 - Retention rate 94.4%
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Average age on entry : Males 42 years 6 months; Females 41 years 11
months
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Designation : Curriculum Areas 75 (59.5%); Functional Areas 51 (40.5%)
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Regional distribution :
Mid Wales
3
(2.4%)
North Wales
40
(31.7%)
South East Wales 69
(54.8%)
South West Wales 13
(10.3%)
England (Learning and Skills Council)
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2.
1 (0.8%)
Participation : 21 out of the 25 FE institutions in Wales are actively
participating in the MA programme.
Results:
Successful completion
MA (Full Award) - 25 (11 - 2006); (14 - 2007)
Diploma in Leadership and Management (FE) - 2
Certificate in Leadership and Management (FE) - 3
APPENDIX B
MA LEADERSHIP AND MANAGEMENT (FE)
DISSERTATION : RESEARCH PROJECTS
THEME
Quality
ASSIGNMENT TITLE
Striving for excellence: an investigation into factors
influencing the development of a strategy to improve
the quality of teaching and learning within a FE
College in Wales.
Critically evaluate college X’s quality assurance
system in the context of cross-sector Estyn reports in
Wales since the introduction of the first phase of the
Common Inspection Framework together with a a
comparative study of the detail of inspection outcomes
and quality framework in another FE College in Wales.
Value Added
Student Services
Function
14/19 Learning
Pathways
Health and Safety
Students with Learning
Difficulty and Disability
Evaluate the systems, approaches and procedures for
peer observation utilised by college X college during
the academic years 2003-2005 to establish the
effectiveness and objectivity of the processes and
what quality improvements have resulted from these
arrangements.
A determination of the critical success factors in the
use of value-added measures as a management tool
to benchmark, and improve student, staff and course
performance in Further Education Colleges.
An investigation into the management of the student
services function, in colleges within England and
Wales, with critical evaluation of models based on
service Level Agreements (and consideration of the
introduction of such a system in to college X)
What are the implications for the nature and scope of
provision and for leadership and management within
College X of the Welsh Assembly Government’s
Learning Pathways guidance for 14-19 year old
learners. In particular, detailed consideration will be
given to 14-16 year old learners who would normally
receive education from schools.
Critically evaluate the effectiveness of management
responsibilities for health and safety matters at a
Further Education institution.
“An examination and evaluation of SLDD provision in a
FE college with reference to the needs and
expectations of its community stakeholders and in the
light of the most recent cycle of Estyn inspection
findings”.
ICLT and e-Learning
An investigation to establish the critical success factors
in the delivery and management of a higher education
e-learning programme of study in Welsh further
education colleges in the context of existing franchise
agreements.
Determining teacher values and perceptions to the
Application of ICLT and E-Learning in the process of
managing development and the improvement of the
quality of delivery.
Teaching and Learning
A critical evaluation of the use of ICT as a tool to
enhance support systems for teaching and learning in
a college of further education.
Sharing excellence: an investigation into how
excellent practice in teaching and learning can be
maintained and shared within a FE College in Wales.
The impact of self-assessment on teaching staff
performance.
Financial and Strategic
Planning
A comparative investigation into the effectiveness of
teaching and assessing in a sample of FE colleges in
Wales.
An investigation into the effectiveness of the link
between financial and strategic planning in the Welsh
FE sector (with special reference to College A)
A critical evaluation of the development of commercial
income to sustain a residential college in Wales
An investigation into the feasibility of a financial shared
service centre for further education institutions in
Wales.
Staff Appraisal and
Performance
A critical examination of the management and
organisation of appraisal for academic staff at a
college of further education.
A comparative study and evaluation of the
effectiveness of performance management of teachers
across a sample of FE colleges in Wales.
Tutorial system
An examination of the processes and implications of
the introduction of staff performance appraisal into
college X.
An investigation into the factors influencing the
effective management of a tutorial system at one
further education college in Wales.
Total Quality
Management
Curriculum
How can senior managers in FE Colleges working
towards Total Quality Management (TQM) successfully
bring about a change of culture?
An examination and critical evaluation of the
introduction and implementation of a Foundation
Degree route within a further education college.
An inspection into the feasibility and advisability of
introducing the Welsh Baccalaureate Qualification.
Leadership and
Strategic Management
Achievement
Human Resources
Mentoring
Partnership
An investigation into the feasibility and advisability of
introducing the Welsh Baccalaureate Qualification
A critical analysis in meeting the challenges of
improving quality and performance in leadership and
strategic management within a further education
college in Wales.
An analysis of the quality and effectiveness of the
leadership and management of FE colleges in Wales
offering automotive engineering education and training
to the retail automotive industry.
An investigation into the factors influencing the
effective management of strategies for improving
achievement at a further education college in Wales.
A critical evaluation of the issues relating to the
employment of part-time staff in a FE institution and
their implications on leadership and management, with
particular reference to adult and community education.
Mentoring for Success : An investigation into the
feasibility of establishing an effective mentoring system
for teaching staff within a further education college in
Wales.
A critical evaluation of the partnership arrangements of
a voluntary organisation.
APPENDIX C
MA LEADERSHIP AND MANAGEMENT (FE)
ASSIGNMENT THEMES
THEME
Legislative requirements
Marketing
ASSIGNMENT TITLE
Examine and analyse how current legislation affects a
further education college with particular regard to 1416 year olds.
Discuss critically the effectiveness of the marketing
function at a college of further education.
Critically examine the effectiveness and efficiency of
the marketing process at a further education
institution, with reference to widening participation.
Quality
Strategic Planning
Financial Management
Performance Management
Critically examine the effectiveness and accountability
of marketing at college and with particular reference
to internal stakeholders.
Critically evaluate the impact of the introduction of
programme area co-ordinators on the quality
assurance systems at a further education institution,
making recommendations for the future development
of the role.
Discuss critically how strategic planning in college
addresses issues in the educational environment
together with community, and organisational needs.
A critical examination of the management of change
in relation to the introduction of devolved budgeting at
a further education introduction.
Critically examine those process adopted in your
institution for staff appraisal/performance review.
What changes would you wish to make in order to
achieve a higher degree of effect?
A critical examination of the mentoring system for
newly qualified/qualifying teaching staff within a
college of further education, with particular reference
to the role of leadership and management.
ILT/ICT/e-Learning
Total Quality Management
A critical examination of the staff development
systems at a college of further education in relation to
the appraisal procedures currently in operation.
A critical review of the current management of ICT
and e-learning at a college of further education.
Critically examine leadership, management and
communication processes/systems at a further
education institution, with reference to their impact on
Total Quality Management
Governance
Assess the effectiveness of the recruitment, induction
and contribution of the governing body at a college of
further education.
Widening Participation
Examine and analyse the human resource, financial
and estates implications of extending access and
widening participation at a further education college.
Benchmarking
Curriculum
Examine the implication for providers and managers
in the post-16 sector of ensuring appropriate learning
opportunities for marginalised community-based
learners.
Critically examine how your institution uses
benchmarking techniques in influencing strategic
planning.
What are the implications facing leadership and
management at a further education institution with
regard to the introduction and sustainability of the
WBQ?
A critical examination of the effectiveness of
management, organisation and communication
structures on the process of reviewing, developing
and maintaining an appropriate synergised
curriculum.
FE/HE Collaboration
With reference to leadership and management, what
are the critical success factors and barriers in
establishing curriculum partnership arrangements
involving further and higher education institutions?
Inspection
Adult community-based learning in its place in the
Estyn Common Inspection Framework with special
reference to the WEA.
Management of Information A critical review of the management of information at
a further education institution.
Quality and Standards
A critical review of the self-assessment process within
a further institution in the preparation for an Estyn
inspection – with special reference to ILT.
Management of Change
Student Support Services
Critically examine the process and effectiveness of
the management of continuous improvement in
quality and standards at college X.
Critically examine how significant change has been
managed in your institution.
An identification of the drivers for change within a
further education institution, assessment of
management responses and an analysis of the steps
followed in pursuit of transformational change.
Critically examine how the management and
Workforce Development
organisation of student support services contribute to
the welfare of students at a further educational
institution.
A functional analysis of the characteristics,
qualifications and skills of staff within a programme
are at college X and a critical review of the
implications for leadership and management
regarding the need for continuous professional
development.
An investigation into the skills and qualifications of
part-time tutors employed at a further education
institution to determine if it influences the decisionmaking of management in strategic and curriculum
planning.