UNIVERSITY OF YORK POSTGRADUATE PROGRAMME SPECIFICATION

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1 UNIVERSITY OF YORK POSTGRADUATE PROGRAMME SPECIFICATION This document applies to students who commence the programme(s) in: Awarding institution University of York Department(s) Social Policy and Social Work Award(s) and programme title(s) Postgraduate Certificate in Public Management in the Information Age 2014 Teaching institution University of York Level of qualification Level 7 (Certificate) Award(s) available only as interim awards Admissions criteria Either a first degree or relevant professional management experience language capacity (at least IELTS 6.5 in both written and oral for non-native English speakers) access to minimum IT specification: A personal computer in your home with an internet connection (minimum 56k dialup). An office software suite compatible with Word and Excel formats willingness to engage in the programme of weekly asynchronous module discussions (participation). Length and status of the programme(s) and mode(s) of study Programme Certificate Length (years) and status (full-time/parttime) 1 year parttime Start dates/months (if applicable for programmes that have multiple intakes or start dates that differ from the usual academic year) May Face-to-face, campus-based Mode Distance learning Yes Other Language of study English Programme accreditation by Professional, Statutory or Regulatory Bodies (if applicable) 1

2 Educational aims of the programme(s) This certificate programme deals with public services in the information age, by looking at the impact of new information and communication technologies on public service delivery and democratic accountability. It aims to equip participants with a conceptual framework for understanding the relationship between ICTs, public service organisations and the management of change, and to explore in particular: the international context of public service delivery, including reform trends, and their impact on governance, accountability and the role of the public manager the role within these trends of new ITCs, and the potential impact of ICTs on relationships between citizens and the state the influence of social, political, economic and cultural factors in shaping ICTs the ambiguous nature of the new media as both tools for surveillance and artefacts for democratic participation. ICTs and the management of change: success and failure in implementing e-government initiatives. Additionally for the Diploma (if applicable): N/A Additionally for the Masters: N/A 2

3 Intended learning outcomes for the programme and how the programme enables students to achieve and demonstrate the intended learning outcomes This programme provides opportunities for students to develop and demonstrate knowledge and understanding qualities, skills and other attributes in the following areas: The following teaching, learning and assessment methods enable students to achieve and to demonstrate the programme learning outcomes: A: Knowledge and understanding Knowledge and understanding of: Learning/teaching methods and strategies (relating to numbered outcomes): 1. the changing context of public service delivery, including global trends in reform and modernisation of public services 2. the role of e-government within this context 3. Debates concerning privacy, private reading of set materials (authored module texts, journal articles, book chapters and case studies) facilitating exploration of the ideas opposite, enabling students to engage critically and to develop their understanding of how the issues apply to their own experience and to wider case study examples surveillance, freedom, democracy and security in the private study exercises to provide prompts to check the assimilation of knowledge information age private study discussion for the optional sharing 4. The implementation of e- of points for clarification, supported by the tutor government projects as appropriate to particular modules, selfadministered questionnaires 5. The impact of organisational structure and culture on such weekly group discussions and exercises change projects (compulsory) to develop understanding through 6. tools and techniques for a process of critical debate, supported by the analysing change requirements tutor, and to practice application of and planning effective change, understanding to specific cases including the role of the change as appropriate to specific modules and themes, agent. peer assessment of short written exercises role plays, as appropriate to specific themes individual feedback by tutors on specific exercises and discussion input. Types/methods of assessment (relating to numbered outcomes) Formative assessment via submission to tutor of short exercises to check understanding. Formative assessment via feedback from tutor during the weekly group discussions Formative assessment through telephone and private discussions with tutor Summative assessment through end of module assignments combined with formative assessment via feedback on assignment plans and on assignment feedback pro-formas 3

4 B: (i) Skills discipline related As this is a professional development programme, all of the skills developed on the programme are both discipline-related and transferable. The entry for B (i) below therefore also applies to B (ii) 1. tools relevant to the management of public services 2. analysis and evaluation of complex information 3. decision-making 4. written communication 5. The capacity to reflect on professional practice using the frameworks and concepts provided by the programme 6. leadership Learning/teaching methods and strategies (relating to numbered outcomes): group discussions and individual exercises to develop skills of critical analysis, evaluation, decision-making and communication role plays, debates and quizzes as appropriate to specific themes practical application of tools and techniques during assessment Types/methods of assessment (relating to numbered outcomes) Formative assessment via submission to tutor of short exercises to check understanding. Formative assessment via feedback from tutor during the weekly group discussions Formative assessment through telephone and private discussions with tutor Summative assessment through end of module assignments combined with formative assessment via feedback on assignment plans and on assignment feedback pro-formas 4

5 Able to: 1. tools relevant to the management of public services 2. analysis and evaluation of complex information 3. decision-making 4. written communication 5. The capacity to reflect on professional practice using the frameworks and concepts provided by the programme 6. leadership B: (ii) Skills - transferable Learning/teaching methods and strategies (relating to numbered outcomes): group discussions and individual exercises to develop skills of critical analysis, evaluation, decision-making and communication role plays, debates and quizzes as appropriate to specific themes practical application of tools and techniques during assessment Types/methods of assessment (relating to numbered outcomes) Formative assessment via submission to tutor of short exercises to check understanding. Formative assessment via feedback from tutor during the weekly group discussions Formative assessment through telephone and private discussions with tutor Summative assessment through end of module assignments combined with formative assessment via feedback on assignment plans and on assignment feedback pro-formas 5

6 Able to: 1. Share ideas and experiences with fellow students/practitioners from a diverse range of organisations within the sector. 2. Identify good practice and assess its relevance to their own context 3. Network with others to develop professional links between individuals and organisations. 4. Collaborate with others across a distance. 5. Leadership 6. Critical thinking 7. Planning 8. Time management 9. Problem solving 10. Exercise of judgment C: Experience and other attributes Learning/teaching methods and strategies (relating to numbered outcomes): group discussions, role plays, debates and quizzes (as appropriate to specific themes) are designed to facilitate team working and collaboration. Types/methods of assessment (relating to numbered outcomes) Formative assessment via feedback from tutor during the weekly group discussions Formative assessment through telephone and private discussions with tutor 6

7 Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points (e.g. National Occupational Standards, or the requirements of Professional, Statutory or Regulatory Bodies) QAA Business and Management benchmark statement National Occupational Standards for Policy and Operational Delivery University award regulations To be eligible for an award of the University of York a student must undertake an approved programme of study, obtain a specified number of credits (at a specified level(s)), and meet any other requirements of the award as specified in the award requirements and programme regulations, and other University regulations (e.g. payment of fees). Credit will be awarded upon passing a module s assessment(s) but some credit may be awarded where failure has been compensated by achievement in other modules. The University s award and assessment regulations specify the University s marking scheme, and rules governing progression (including rules for compensation), reassessment and award requirements. The award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document. Departmental policies on assessment and feedback Detailed information on assessment (including grade descriptors, marking procedures, word counts etc.) is available in the written statement of assessment which applies to this programme and the relevant module descriptions. These are available in the student handbook and on the Department s website. Information on formative and summative feedback to students on their work is available in the written statement on feedback to students which applies to this programmes and the relevant module descriptions. These are available in the student handbook and on the Department s website. 7

8 Diagrammatic representation of the programme structure, showing the distribution and credit value of core and option modules The programme has two entry points per year, in September and April and normally lasts for one year of part-time study, with one module studied per term. All modules = 20 credits Postgraduate Certificate September start Autumn Spring Summer Public Management and Delivery Public Policy and Management in the Information Age Postgraduate Certificate April start Summer Autumn Spring Public Management and Delivery Leading and Managing Organisational Change Leading and Managing Organisational Change Public Policy and Management in the Information Age Diagrammatic representation of the timing of module assessments and reassessments, and the timing of departmental examination/progression boards Term 1 Term 2 Term 3 Summer vacation Date of final award board Assessment submitted 4 weeks after end of Term 1 Assessment submitted 4 weeks after end of Term 2 Assessment submitted 4 weeks after end of Term 3 N/A Reassessment is due four weeks after the end of Term 2 Reassessment is due four weeks after the end of Term 3 Reassessment is due four weeks after the end of the following term Examination Boards normally fall in the eighth week after the final submission date 8

9 Overview of modules Core module table Module title Module code Credit level 1 Public Management and Delivery Public Policy and Management in the Information Age Leading and Managing Change Credit Prerequisites Assessment value 2 rules 3 Timing (term and week) and format of main assessment 4 SPY00023M 7 20 NC* AuT, SuT, in week 14, by written assignment SPY00024M 7 20 SpT, in Week 14, by written assignment SPY00018M 7 20 Aut, SuT in week 14, by written assignment Independent Study Module? 5 No No No As noted above, the first core module (Public Management and Delivery) is non-compensatable. The reasons for this are as follows: 1 The credit level is an indication of the module s relative intellectual demand, complexity and depth of learning and of learner autonomy. Most modules in postgraduate programmes will be at Level 7/Masters. Some modules are permitted to be at Level 6/Honours but must be marked on a pass/fail basis. See University Teaching Committee guidance for the limits on Level 6/Honours credit. 2 The credit value gives the notional workload for the module, where 1 credit corresponds to a notional workload of 10 hours (including contact hours, private study and assessment) 3 Special assessment rules (requiring University Teaching Committee approval) P/F the module is marked on a pass/fail basis (NB pass/fail modules cannot be compensated) NC the module cannot be compensated NR there is no reassessment opportunity for this module. It must be passed at the first attempt 4 AuT Autumn Term, SpT Spring Term, SuT Summer Term, SuVac Summer vacation 5 Independent Study Modules (ISMs) are assessed by a dissertation or substantial project report. They cannot be compensated (NC) and are subject to reassessment rules which differ from taught modules. Masters programmes should include an ISM(s) of between 60 and 100 credits. This is usually one module but may be more. 9

10 i) A proportion of students entering the programme do not have a traditional academic background. Intensive study skills support is provided during the induction process and is also integrated into this module in order to ensure that such students are not disadvantaged. It is however important to ensure that any student who is unable to achieve a pass mark after two attempts can be withdrawn from the programme, as failure at this stage is likely to indicate continuing difficulty in reaching the standard required ii) This module provides a foundation for the rest of the programme, and students therefore need to have acquired adequate knowledge and understanding before progressing to the rest of the programme. 10

11 Transfers out of or into the programme Exceptions to University Award Regulations approved by University Teaching Committee Exception Date approved Quality and Standards The University has a framework in place to ensure that the standards of its programmes are maintained, and the quality of the learning experience is enhanced. Quality assurance and enhancement processes include: The academic oversight of programmes within departments by a Board of Studies, which includes student representation The oversight of programmes by external examiners, who ensure that standards at the University of York are comparable with those elsewhere in the sector Annual monitoring and periodic review of programmes The acquisition of feedback from students by departments. More information can be obtained from the Academic Support Office: Date on which this programme information was updated: Departmental web page: Please note 16 th May The information above provides a concise summary of the main features of the programme and learning outcomes that a typical students might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the leaning opportunities that are provided. Detailed information on learning outcomes, content, delivery and assessment of modules can be found in module descriptions. The University reserves the right to modify this overview in unforeseen circumstances, or where processes of academic development, based on feedback from staff, students, external examiners or professional bodies, requires a change to be made. Students will be notified of any substantive changes at the first available opportunity. 11

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