Developing Successful Edinburgh Masters TOOLKIT

Transcription

1 Developing Successful Edinburgh Masters TOOLKIT

2 Importance of Postgraduate Programmes for the University The University s mission is the creation, dissemination and curation of knowledge. As a world-leading centre of academic excellence one of the University s aims is to provide the highest quality learning and teaching environment for the greater wellbeing of our students and deliver an outstanding educational portfolio. The University has also introduced a new strategic theme to ensure our continued success in this area. The University is determined to further enhance the quality of our student experience, not just as a provider of skilled and capable graduates, but as a provider of the support they need to develop as lifelong learners in the widest sense. Within this context, the University wishes to deliver an outstanding educational portfolio, developing the current broad base of 600 undergraduate and 200 postgraduate programmes. We intend to expand access to taught postgraduate and continuing professional development provision through both traditional and e-learning provision. The target is to increase the number postgraduate taught students by 50% by To enable us to achieve this ambition and target, we need to ensure that we create postgraduate programmess that reflect the best use of resources and perhaps, more importantly, answer the needs of potential students. We hope that you will find the tools in this document a useful aid to helping you create a postgraduate programme that you are proud of, and one that helps the University achieve its goals. The University of Edinburgh

3 Background Information There are many factors to consider when creating a new programme. We recommend getting some background information on policies of the University and/or your School. 1. Guiding Principles What sort of postgraduate programmes define the University? What are the qualities that make a University of Edinburgh postgraduate programme? See the Guiding Principles in the following pages. 2. Tying in with the University s Strategic Aims a) How will your new programme fit in with the University s aims? Visit this website to see the latest Strategic Plan: b) What are your School s/college s goals? What is the Academic Strategy? What is the student demand in your School/College? And will your programme fit with them? Contact: Your School Administrator will be able to help you locate this information. 3. Understanding the University s Resources & Finance Policies a) What is the current University policy on fees? Will this have an implication on how you structure your course? Visit this website to see the latest on University Fees: Contact: Your College Registrar will be able to offer advise on fees. b) Is there a possibility of a scholarship/bursary? How will this benefit your new programme? Will it have an implication for your programme proposal/business case? How will it be packaged/promoted? Contact: Scholarships & Student Finance office/ / c) Are there any resource or facility implications that you need to be aware of? Will this have an implication for how you structure your course? Contact: The relevant resources e.g. Library, laboratories etc. d) Is your existing infrastructure adequate? Contact: Your School Administrator please see the following pages for a list. The University of Edinburgh

4 Guiding Principles behind the Edinburgh Postgraduate Masters These guiding principles form an enabling framework that defines the key qualities and features associated with a postgraduate Masters programme at the University of Edinburgh. While not prescriptive, they provide a management tool which can be applied in the development of new programmes or in assessing the viability of existing provision beyond first degree level. What are the criteria for an Edinburgh Postgraduate Masters? An Edinburgh Postgraduate Masters builds on the rich and diverse nature of Scottish higher education and the history and tradition of this University. An Edinburgh Postgraduate Masters is defined by the quality of academic endeavour that underpins it. It is grounded in research excellence and taught by experienced staff, appropriately trained at this level. An innovative approach to delivery and a diversity of learning opportunities are central to this provision. Quality may be enhanced by targeted links with industry or employers in the relevant sector, from historical links within the development of a subject area, or through links with professional bodies. However these in themselves are not sufficient at this level. The resources allocated to the programme, the staff involved in its delivery, and the peer group during study are all critical to the quality of the student experience. All Edinburgh Postgraduate Masters programmes should be student-focussed and adopt a robust culture of ongoing review and evaluation. The process of listening and responding to the needs and comments of the students will form an essential part of this quality enhancement process. In this way the reputation of the programme will be developed and maintained. A Masters programme should capitalise upon opportunities for flexibility and choice. It might form part of, or intersect with, a larger grouping of programmes or courses, perhaps under the structure of an Academy or within a group or cluster of excellence. Physical, social or virtual structures need to be in place to give students and staff access to this larger unit of endeavour. An Edinburgh Postgraduate Masters programme will convey clear benefits and added value including the development of transferable skills and routes into employment or further study and research. An Edinburgh Postgraduate Masters programme should develop with agility to match the needs of students and of the field of study. It should generally be of a limited lifespan, reacting and evolving as the broader field of study and/or the market changes. Types of Edinburgh Postgraduate Masters Programmes There are several distinct types of programme within the portfolio of Edinburgh Postgraduate Masters, and it is valuable to identify this in order to facilitate peer comparison between programmes. 1. Programmes may be research centred, with strong links to further independent study. 2. Programmes may offer a conversion facility from one discipline or profession either to another or to an interdisciplinary field. 3. Programmes may be highly vocational and tied closely to an employment sector. 4. Programmes may focus on skills or technique development which is applicable in a range of sectors or subject areas. Within these four broad areas, programmes may be delivered on a continuum from a mainly research-based mode to an entirely taught mode. There is no distinction in value dependent on the method of delivery or intended progression route. Assistant Principal, Sue Rigby, The University of Edinburgh

5 Qualifications provided to students on Edinburgh Postgraduate Masters programmes There are multiple exit routes to an Edinburgh Postgraduate Masters, which depend on the number of credits attained, not on the quality of the experience or the ability of the student, both of which should be high. The exit routes are as follows: (CPD course or credit) Postgraduate Certificate Postgraduate Diploma Postgraduate Masters degree In some cases the provision developed may contribute to taught doctorate awards. Delivery mechanisms Delivery of programmes within the above framework will be appropriate both to the demands of the subject and to the needs of the students. Flexibility is encouraged, and the attributes identified above are applicable to both courses delivered in Edinburgh and those delivered at a distance. E-learning, part-time courses and courses with varied durations can all fit the model. Programmes run in the British or European style, and/ or in collaboration with appropriate partners are all possible. Programmes which include novel modes of assessment or patterns of study may be included within the framework if they meet the criteria set out above. Viability Programmes within the Edinburgh Postgraduate Masters umbrella need to be viable within the financial framework of the University and to respond to a demonstrable market of students and employers. As such they need to be carefully market-researched and thoughtfully promoted. A School running a programme needs to consider its pricing and to be strategic in its attitude to fees. Schools need to demonstrate that the resources required to provide an experience of suitable quality are available within the income of the student fees expected. They should consider maximum and minimum student numbers: this will vary depending on many of the characteristics described above. The level of financial risk taken by the providing School needs to be assessed; though Schools should not be risk averse, they should be risk aware. For programmes shared between Schools and Colleges there should be an equitable distribution of resources from the programme or course. Entry to an Edinburgh Postgraduate Masters Programme and support during study The offer of a place on an Edinburgh Postgraduate Masters programme will be dependent solely on merit. Barriers to participation will be addressed as it is widely recognised that a diverse student intake plays a significant role in enhancing the experience of all those who participate in the programme and its provision. Scholarships or other sources of financial support for students should be sought to ensure that the most able students are not precluded from accessing the programme due to a shortfall in funding. Suitable preparatory courses, including English Language and skills development, should be provided, to ensure that all students are able to perform to their highest level from the outset of the programme and are supported to realise their full potential. Students will be professionally supported during their studies, in a manner that builds on our experience supporting undergraduate students. Complaints and appeals will be dealt with quickly, fairly and locally where possible. Assistant Principal, Sue Rigby, The University of Edinburgh

6 Guide to Planning and Developing a New Masters The University of Edinburgh

7 Creating a New Programme Guide Step 1: What you need to do first 1. Contextualise your programme by answering the following questions: Why are you creating this programme? How does it fit into the College/University strategy? Who will study this programme? Why will they study the programme what will they get out of it/what can they use it for? Will it have international appeal? If so, which countries and why? What are you going to call the programme? 2. Conduct some desk research: This stage will show you market demand, can be done easily and can be cost free. a) Investigate the market trends using HESA data (subject level only) HESA have collected admissions data for all university programmes (UG and PG) in the UK since They only collect data for JACS level (e.g. Maths as opposed to Financial Mathematics ) and publish data that is 2-3yrs behind current; however, the data does provide an idea as to the trends in the HE market. Data can also be split down to allow comparison between gender, age and domicile. Contact: Andrew Quickfall, Strategic Planner/ /Andrew.Quickfall@ed.ac.uk b) Search for similar programmes using keywords on PGT programme finding websites A large number of students now search for programmes either using the Google search engine or one of a number of postgraduate degree finders. The most popular of these are: a. b. c. This process will allow you to search for similar programmes to yours. It will also force you to think of the important key words for your programme (as you will need to use them to search for similar programmes) and will provide you with a good idea of current programmes that are competing for the same students. You can then investigate these competitor programmes to see how close their programme is to yours and see if there is anything that you could learn from. In addition you could also phone up the programme director to investigate the popularity. c) Talk to the universities personally It is sometimes helpful to talk to the competitors directly. This can provide you with a much greater understanding of the type of student they are recruiting and any difficulties they have faced. This stage is by no means obligatory and depends on your personal relationship with other universities as some universities may understandably not wish to reveal information to a potential competitor. The types of information you should be interested in finding out are: number of people on the programme, where they came from (International/EU/UK). Speak to other academics at the University within your field as they may have already conducted some of this research recently or have worked at universities which have offered a similar programme. Communications and Marketing, The University of Edinburgh

8 d) Talk to Student Recruitment and Admissions (SRA) and International Office (IO) to get first hand knowledge of specific markets IO and SRA can provide general information on: Regional knowledge repository demand, pricing, competition, visas Qualifications guidance Access to subscription only data sources Specific Market and Country Information: SRA can specifically provide information and guidance for recruitment targeted to Europe IO can provide information and guidance regarding development opportunities, international recruitment and programme development for the other countries the University is targetting. In addition to the insight which is gathered via regular activity in priority markets, the International Office is able to utilise a network of overseas contacts to gauge the potential for proposed postgraduate programmes at the University; a network of more than 30 overseas education agencies with activity in 13 countries. Where appropriate, research can also be extended to include feedback from in-country sources, trend data and high-level consideration of competitor activity, current positioning and the most appropriate means of marketing potential programmes overseas. An example of such research, as well as information on the International Office s overseas activity, market reports and guidance on international qualifications are accessible via the International Office Intranet at: Contact: IO & SRA/ /sra.enquiries@ed.ac.uk & your own College/School recruitment staff e) Do some labour market research with help from the Careers Service The Careers Service might be able to find out if there are similar programmes elsewhere in the UK and contact colleagues to get an idea of typical destinations from these programmes. The Careers Service might have contacts with professional bodies/associations or be able to put you in touch with these organisations. Or they may have contacts with some employers who may be relevant to your proposed subject area. Should your programme go ahead, the Careers Service may be able to promote your new course to employers at events such as careers fairs. Contact: There is a designated Careers Adviser for each School and we would encourage you to make contact with him/her to see what help/advice they can give you. Careers Service 33 Buccleuch Place/ / f) Search general information websites You might find that some of the following websites have contextual information that is relevant to your programme. They are mainly governing bodies and/or collectives but do occasionally commission bespoke projects on trends and analysis of the market place in Britain and beyond: HESA - Higher Education Statistics Agency - SFC - Scottish Funding Council - JISC - Joint Information Systems Committee - British Council - Universities UK - Universitas Communications and Marketing, The University of Edinburgh

9 g) If needed, commission some bespoke research If the previous steps do not allow you to understand the market in as much detail as you want or need, you can commission some bespoke research from Communications and Marketing. This research service is not free and budget will need to be found by your School. Some examples of possible research techniques include: Evaluation of draft programme with current students Idea generation with current UG/PG students An online questionnaire aimed at potential students to be placed on your website Potential methodologies include: - One to One interviews - Focus groups - Online survey Contact: Russell Bartlett, Market Research Manager/ /Russell.bartlett@ed.ac.uk Step 2: Discuss your new programme idea with your College Postgraduate Office If you have an idea for a new postgraduate programme it is recommended that you have a preliminary discussion with your College Postgraduate Office and the Dean of Postgraduate Studies in advance of formal submission of any documentation. This is particularly important, if your proposal may have unusual or non-standard elements. If it is a cross- School of cross-college programme, it will need to have the support of all concerned. You should also discuss the finances and resources that will be available for your programme. You will need to ensure that the physical facilities are available, the purchase of any IT or other equipment can be approved within the timelines and that the School has allocated an appropriate marketing budget for the programme. Contact your relevant College Postgraduate Office: CSE: Lorna Halliday/ /Lorna.Halliday@ed.ac.uk CSE: Dr Nick Hulton/ /Nick.Hulton@ed.ac.uk MVM: Dr Dorothy Watson/ /Dorothy.Watson@ed.ac.uk MVM: Professor Jeremy Bradshaw/ /J.Bradshaw@ed.ac.uk CHSS: Rick Kiralfy/ /Rick.Kiralfy@ed.ac.uk CHSS: Professor Richard Williams/ /R.J.Williams@ed.ac.uk Step 3: Discuss what finances & resources are in place in your school You will need to ensure that the physical facilities are available, that the purchase of any IT or other equipment has been approved and that the School has allocated an appropriate marketing budget for the programme. Step 4: Get your paperwork ready for the approval process The following guide relates to new postgraduate courses and programmes intended to commence in September There are seven/eight key documents required depending on which College you belong to. The purpose of these documents is to ensure that you have a clear vision for, and means of delivering, your programme. Communications and Marketing, The University of Edinburgh

10 It is emphasised that your relevant College Office should be consulted when preparing the following documentation as not all seven or eight documents may be needed. The documents are: 1. Programme Specification 2. Programme Proposal 3. Completion of Course Creation and Maintenance Systems (CCAMS) 4. The External Assessors Report 5. Course Cover Sheets 6. Draft Degree Regulations (where appropriate) 7. Degree Programme Table 8. School Approval Documents 1. Programme Specification A programme specification is intended to provide the core factual information about a programme of study. It may form part of the transcript your students receive on graduating, so it should be short but effective This would include but not be restricted to: intended learning outcomes (educational aims) of a programme(course aims & objectives) teaching and learning methods that enable learners to achieve these outcomes and the assessment methods used to demonstrate their achievement; relationship of the programme and its study elements to the qualifications framework; programme structure and features. If the structure of the programme differs from the standard curricula models, please indicate how and give a rationale. A College opt-out from those models may be required.. Template design available at: Further information on curricula models: Business Case/Programme Proposal The programme proposal provides the business case for your new programme. This will include general information about why the new programme will be of benefit, the timetable, progression and teaching arrangements, market information, likely student numbers, funding and resourcing issues, and how the programme would fit into the school plan. See below for more detail. If it is a non-standard programme, i.e. a programme that does not fit with the agreed curriculum project and academic year requirements, then you may wish to discuss this with Dr Sue Rigby before you make a submission. If it is a programme shared by several schools, you may wish to use a standard model for resource allocation, available from your college registrar. Contact: Sue Rigby/ /Sue.Rigby@ed.ac.uk Communications and Marketing, The University of Edinburgh

11 General Remarks - It may be helpful to think of the proposal for a new programme under two main headings: academic strategy and resource implications. - Market information to support the viability of the programme should also be provided. Academic strategy should explain: - The relevance of the new programme content in a context of the School s teaching and research strengths. - The place of the new programme within the School s general academic strategy, and how this fits with School/College/University objectives and strategy (eg Internationalisation, Excellence in Learning and Teaching, Excellence in Research etc). - Are there any professional or statutory body requirements? - Is it a response to interdisciplinary developments and opportunities? - Is it a response to new developments within the subject area? - Is it a response to the appointment of new staff, new sources of funding, reorganisation of courses or programme structures? If the latter, explain any synergy or complementarity with any existing and planned academic activities. - Is it an updating of an existing programme, or will it replace an existing programme that will be discontinued? - Will the programme create opportunities for progression to PhD study? How is it linked to research strengths in the subject area or with collaborating subject areas? Resource Implications should explain: - Who will staff the programme? - Is there a reasonable degree of resilience in case of academic staff departures, retirals, sabbaticals, etc? - What is the level of tuition fee proposed? For both home and overseas students, e.g. standard or non-standard. Will they be premium fees based on market rates? Or will they be standard rate fees? (i.e. in accordance with the existing Fees Schedule) is appropriate. - Will there be other course costs? For example any additional charges to the students for research costs or field trips? - Will it involve collaborative teaching or joint awards with any other institution? - Will the programme require additional staffing (academic and support)? - Will it require additional teaching/laboratory facilities? - Has there been consultation with the Library and Computing Services on the adequacy of provision? - If, resources are required outside the University, has this been confirmed and clarified? - How will the programme be managed (secretarial/administrative support, Board of Examiners etc.)? - What are the arrangements for a strategic review of the programme? Eg the Postgraduate Programme Review (PPR) See For more information see: Communications and Marketing, The University of Edinburgh

12 Market Information should explain: - Potential demand for the programme. - Provide competitor information. - Student numbers - indicate how many students you expect to admit each year and when you hope to achieve that, and the recruitment profile expected whilst building up to this steady state. - Details of any scholarships that may be available for the programme. - What evidence is available to assess how realistic the estimate is. - What is the potential for overseas recruitment. Marketing/Promotion Plan for programme on approval in principle - Give a brief background (Or attach this document) - Who are the competition - Who is it aimed at - What are the aims & objectives of your marketing plan - How will you measure success - What is the budget - How do you propose to get to your target audience - When do you want to launch your programme 3. Course Creation and Maintenance Systems (CCAMS) All courses (the units that comprise the programme) are required to have an entry on the student record, containing appropriate data. The student record is EUCLID - Edinburgh University Complete Lifecycle Integrated Development. All staff developing new masters Programmes must apply for an account and register with EUCLID if they have not already done so. Details on how to do this are available at: The new Course Creation, Approval and Maintenance (CCAMS) system delivered via WISARD-enables new courses to be created for approval, and existing course details to be updated. Details of how to complete CCAMS entries for each course on-line are available at: Additional guidance notes on completing CCAMS: For full information on the Scottish Qualifications Framework credits and levels see: (each credit should equate to approximately 10 hours student work). All masters courses consist of 180 credits and are deemed to be level 11 in the Scottish Qualifications Framework. For the purpose of CCAMS and credit points, dissertations are treated as courses. Entries for masters dissertations need to be created for all programmes. The dissertation needs to be given a distinctive title like Dissertation (MSc in Dermatology) that uniquely associates that dissertation with the relevant programme. The course should be stated to be level 11 and accorded 60 credits. Course entries on the student record need to contain information about content, outcomes and assessment (mandatory fields) as they will be directly accessible through the new online calendar, and will seed matriculation data for students. Communications and Marketing, The University of Edinburgh

13 4. The External Assessors Report If the school wishes to appoint an external assessor, they should consider an individual with broad experience and repute in the academic field covered by the new programme. He/She should then provide an independent assessment of the academic merits of the programme and of its prospects for successful recruitment in comparison with similar programmes at other institutions. The External Assessor should review several, if not all, of the draft versions of the supporting documents required. The External Assessor s report should be included in the submission for approval for the programme. 5. Course Cover Sheets Course cover sheets (for new or substantially revised courses) CSE have a template design available at: 6. Draft Degree Regulations Proposals for a new type of qualification (e.g. a degree programme not covered by existing MSc regulations in the DRPS) must also include draft regulations for incorporation in the DRPS. 7. Degree Programme Table Each new degree programme requires a Degree Programme Table setting out the structure of compulsory and optional courses. For more information see: 8. School Level Approval documents Provide the School Approval Document which has been signed by your Head of School along with the formal minutes of the approving Boards of Studies meeting and an External Assessor Report (if it is being included). Communications and Marketing, The University of Edinburgh

14 What happens next is the Approval Process 1 School Level Approval All new programmes must be formally approved at School level by the Board of Studies (or equivalent), 2 College Level Approval All new programmes must then be approved at College level by the College Postgraduate Studies Committee (CPGSC). For College Postgraduate Studies Committee Meeting dates contact your Postgraduate Office. 3 University Level Approval Once approval has been given at College level, it will then have to be submitted and approved by the Curriculum and Student Progression Committee (CSPC). If it is a standard programme, i.e. programmes that fit completely with the agreed curriculum project and academic year requirements, then the CSPC will only require the submission for information. See website for more information: Please note that the Curriculum Project Steering Group is defunct and applications for opting out of the CP framework are considered by the CSPC. If it is a non-standard programme, i.e. a programme that do not fit with the agreed curriculum project and academic year requirements, then CSPC will need to give their authorisation. Any programmes which are non curriculum project compliant; a collaboration between institutions; are a major innovation; require approval of new degree regulations for the DRPS, or which have elements of distance/flexible learning delivery are also classified as non-standard. Communications and Marketing, The University of Edinburgh

15 An example of a College process Please note that although the elements of creating a new programme are the same across the University, the process will vary according to the College you belong to. College of Humanities & Social Science (CHSS) 1 Conduct Market Research 2 Discuss with your College Postgraduate Office 3 Approval by your Head of School and the CHSS College Office on the business proposal including market analysis, a full set of resource implications and the marketing proposal for a new programme. 4 Approval at School and College level on resource implications 5 Academic development & course creation Communications and Marketing, The University of Edinburgh

16 Examples of Business Cases/ Programme Proposals The University of Edinburgh

17 MSc in Ethics and Political Philosophy UNIVERSITY OF EDINBURGH COLLEGE OF HUMANITIES AND SOCIAL SCIENCES New Taught Postgraduate Programme Proposal Form 1. SUMMARY INFORMATION Programme title Programme qualification Host School MSc by Research in Ethics and Political Philosophy MSc by Research Philosophy, Psychology & Language Sciences Name of proposer(s) Prof. Duncan Pritchard (Philosophy) Prof. Cecile Fabre (Politics and International Relations) Name of intended Programme Director Prof. Mike Ridge (Philosophy) Duration of study Full time: Yes months: 12 Part time: Yes months: 24 Mode of study / delivery Resident at Edinburgh University Yes Resident at another HE institution Collaborative Distance learning Flexible training package Date of intended first intake September 2009 No No No No Date approved by School Board of Studies Date submitted to College Postgraduate Studies Committee Page 1 of 12

18 MSc in Ethics and Political Philosophy 2. PROGRAMME INFORMATION (i) Aims This joint programme aims to introduce students to the main fields, topics, and research methods in contemporary ethics and political philosophy. The programme follows an integrated approach with relevant teaching in ethics and political theory, taught by leading researchers in the Philosophy and Politics and International Relations subject areas. The programme will be primarily suitable for applicants whose academic background is in either philosophy or political theory. The degree combines seminar teaching on specific topics with individual research supervision. In this course, the students will be exposed to many of the main issues and themes in contemporary ethics and political theory. In the process, they will enhance their analytical skills. The degree is designed to provide the necessary preparation for further postgraduate research towards a doctoral degree, or an academic background to a professional career outside academia. Aims: To provide specialist knowledge within the fields of ethics and political philosophy. To integrate relevant knowledge in the fields of ethics and political philosophy. To establish a foundation for advanced research within ethics and political philosophy. To provide a comprehensive understanding of the basic principles of research in philosophy and political theory. To develop the students analytical skills in an interdisciplinary context. (ii) Timetable, assessment and progression arrangements The programme (a total of 180 credit points) requires students to undertake specified core courses amounting to 60 credits (see (iii) below), all of which take place in semester 1.). Both courses in methodology, totalling 20 credits, will count towards students research training. Students will then need to choose, under the guidance of the programme director, between two programme structures: (i) taking one additional 20 credit course option in semester 2 and writing a 100 credit dissertation of between 20,000 and 25,000 words, or (ii) taking two additional 20 credit course options in semester 2 and writing a 80 credit dissertation of between 15,000-20,000 words. The option courses that are involved in these programme structures will typically be drawn from the level 11 courses offered by Philosophy and Politics and International Relations in the second semester of that year (see list below). With the approval of the programme director, however, students may take up to 40 credits of option courses at level 11 from other Departments. Page 2 of 12

19 MSc in Ethics and Political Philosophy (iii) Timetable of core courses Ethics and Value Theory 1 (Philosophy, 20 credits) [P01262] Political Theory and International Affairs 1 (Politics and International Relations, 20 credits) [PO2184] Methods in Political Theory (Politics and International Relations, 10 credits) [PO2753] Introduction to Philosophical Method (Philosophy, 10 credits) [New course for 2009] Semester 1 Exam period Semester 2 Exam period X Completion of assignment X X X Completion of assignment Completion of assignment Completion of assignment (iv) Level 11 Philosophy and Politics and International Relations option courses Ethics and Value Theory 2 (Philosophy, 20 credits) [P01263] Advanced Philosophical Method (Philosophy, 20 credits) [P01265] Mind and Cognition 2 (Philosophy, 20 credits) [P01753] Epistemology 2 (Philosophy, 20 credits) [New course for 2009] Ancient Philosophy 2 (Philosophy, 20 credits) [P01275] Early Modern Philosophy 2 (Philosophy, 20 credits) [New course for 2009] War and Morality (Politics and IR) [PO2190] Semester 1 Exam period Semester 2 Exam period X Completion of assignment X X X X X X Completion of assignment Completion of assignment Completion of assignment Completion of assignment Completion of assignment Completion of assignment Page 3 of 12

20 MSc in Ethics and Political Philosophy International Relations Theory (Politics and IR) [PO0064] X Completion of assignment Classic Texts in Western Political Thought (Politics and IR) [P02754)] X Completion of assignment (v) Assessment Assessment in all courses is by coursework. (vi) Progression For students taking option (i), in order to be permitted to proceed to writing the dissertation candidates must have satisfactorily completed the training requirements for the programme and have achieved an average of 50% or more from the course related and other assessed work required by the core courses. For students taking option (ii), in order to be permitted to proceed to writing the dissertation candidates must have satisfactorily completed the training requirements for the programme and have achieved an average of 50% or more from the course related and other assessed work required by the courses in semester 1 and 2. The exit award at the pre-dissertation point for students taking option (ii) will be a Diploma in Ethics and Political Philosophy. Students taking option (i) who fail to satisfy the progression requirements will be required to undertake the programme of study for option (ii). (vii) Joint teaching This MSc programme draws on level 11 courses which are already offered by Philosophy and Politics and International Relations on existing MSc programmes (in particular, the taught Philosophy MSc programme in Philosophy and the taught IPT MSc programme in Politics and International Relations). This ensures that the courses are more cost effective and provides class sizes of a critical mass which is conducive to debate and discussion. (viii) Skills training and supervision of the dissertation The two core research methods courses Political Theory Methodology and Introduction to Philosophical Method provide the essential foundation in research skills in philosophy and political theory. Dissertation topics will be chosen in semester 1 and students will be assigned (by the programme director) an appropriate supervisor from the faculty members in Philosophy and Politics and International Relations who have the relevant research expertise and supervision experience. Students will supervision for their dissertation, in accordance with relevant Guidance Notes for Supervisors. The deadline for submission of the dissertation will be a date to be determined at the end of August. (viii) Entrance requirements Page 4 of 12