1. Programme title and designation Public Policy and Ageing. For undergraduate programmes only Single honours Joint Major/minor

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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Public Policy and Ageing For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit value MA Public Policy & Ageing ECTS Any special criteria equivalent As PG Diploma, PLUS 60 credit dissertation (7SSHM510 Dissertation in Public Policy & Ageing) 3. Nested award Award Title Credit value ECTS Any special criteria equival ent PG Cert Public Policy & Ageing Students must take 7SSHM500 Population Ageing & Policy (30 credits), 7SSPP001 The Policy Process (20 credits) and 7SSPP002 Comparative Public Policy.(20 credits) PG Dip Public Policy & Ageing Students must take all core and compulsory taught modules plus taught options modules to 120 credits 4. Exit award Award Title Credit value ECTS Any special criteria equival ent PG Cert Public Policy & Ageing n/a PG Dip Public Policy & Ageing n/a 5. Level in the qualifications framework 7 6. Attendance Full-time Part-time Distance learning

2 Mode of attendance X X N/A Minimum length of programme Maximum length of programme 1 year MA 10 months PG Dip & Cert 3 years MA 2 years PG Dip & Cert 2 years MA 22 months PG Dip & Cert 6 years MA 4 years PG Dip & Cert N/A N/A 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Institute of Gerontology 10. Programme organiser and contact Details Dr. Mayumi Hayashi mayumi.1.hayashi@kcl.ac.uk 11. UCAS code (if appropriate) N/A 12. Relevant QAA subject benchmark/ Professional, statutory and regulatory body guidelines There is no discipline specific benchmark yet. The programme draws on Politics and International Relations (2015) and Social Policy and Administration (2007) benchmarks. 13. Date of production of specification October 2007, revised July 2008, revised May 2010, revised June Date of programme review 2013/4 15. Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme The central programme aim is to develop the student s understanding of the factors which shape the emergence and development of public policy of relevance to ageing populations, and deepen that understanding through the study of a selection of substantive policy areas. Specifically, the programme aims to: 1. Enable students to apply critically the key theories and concepts used in policy analysis and gerontology to the policy making process relevant to ageing individuals and societies. 2. Equip students with the skills necessary to engage with the key debates about the working of the policy process in democratic societies. 3. Broaden and deepen the student s appreciation of common policy problems in relation to ageing and the ways they are addressed in different societies. 4. Develop a critical understanding of how evidence and arguments are used in policy making. 5. Address matters of current social, political and economic concern about ageing and later life. 6. Provide a stimulating teaching and learning environment by allowing students to benefit from first hand exposure to staff research in the areas of policy and gerontology. 7. Provide an open and supportive learning environment by encouraging students to draw on their own experiences and relate them to the programme.

3 For students progressing to the Dissertation in Public Policy & Ageing: Offer skilled supervision to enable students to attain a level of competence in the design and execution of a policy-analysis research project in the area of gerontology 16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) On successful completion of this programme, students will be able to demonstrate: PG Certificate (7SSHM500 Population Ageing & Policy + 7SSPP001 The Policy Process + 7SSPP002 Comparative Public Policy + 7SSHM618 Critical Policy Research for Health and Medicine) 1. Critical understanding of the different conceptual and theoretical approaches to the study of public policy. 2. A critical awareness of the perspectives and knowledge base for a political orientation for policy analysis. 3. Critical understanding of the key concepts and debates about making, implementing and evaluating public policy for ageing societies and older people. 4. Knowledge and critical understanding of the principles of biology; healthcare services; population studies; social policy; and social gerontology; and how these apply to older people. For students progressing from the Certificate to the PG Diploma: (optional Gerontology modules to 30 credits and/ Public Policy modules to 20 credits) 5. Ability to critically compare and contrast the ways in which issues arising from ageing populations are approached in different political systems. 6. A critical assessment of the importance of context in shaping responses to common crises and problems. 7. A deepened conceptual critical grasp of issues affecting older people and societies acquired through the study of a range of specialist modules in gerontology. For students progressing from the PG Diploma to the MA: (7SSHM510 Dissertation in Public Policy & Ageing) 8. A critical application of the principles of research design and research ethics in conceptualising and formulating research questions in the area of policy-relevant research on an ageing related issue including, where appropriate, formal hypotheses that can be empirically tested. 9. Selection of appropriate research methods and/or identification of existing data sets appropriate for collection and interpretation of data to answer the research question(s). 10. Through writing the Dissertation, exhibition of analytical, numerical, literacy, communication, presentation and computer skills in advancing knowledge in public policy applied to ageing. 11. Acquisition of transferable competences and skills, equipping students for a career as a research professional in the public service or to proceed to the next stage of a higher degree by research. The programme provides a knowledge and understanding of the following: Knowledge and understanding These are achieved through the following teaching/learning methods and strategies:

4 1. Different conceptual and theoretical approaches to the study of public policy. 2. Perspectives arising within a political orientation towards policy analysis. 3. Key concepts and debates about making, implementing and evaluating public policy. 4. Awareness of the ways in which knowledge is constructed and deployed in the policy process. 5. Fundamental concepts, principles and theories of gerontology from a multidisciplinary perspective. 6. In-depth study of Gerontological, Public Policy and Research Methods issues and debates in disciplines of choice 7. Conducting independent research (MA only). 8. An appreciation of ethical practices in conducting research in the fields of Public Policy and Gerontology (). PG Cert For skills 1-5: Lectures designed to provide students with the theoretical basis for understanding key approaches in public policy analysis. Classes, small group discussions and syndicate work; independent study focused on key essential and supplementary reading. PG Dip Skills 1-5 as per PG Cert For skill 6: Optional modules selected to provide depth of understanding in a range of areas of gerontology, public policy and research methods, and the analyses developed within these specialist fields. Acquisition of 6 is through lectures, workshops, seminars and practical exercises. MA Skills 1-6 as above Skill 7: Individual tutorials/supervision of an individual research project. For skill 8, through engagement with a compulsory research design module and supported engagement with the College's ethical approval processes. Throughout the programme all students are encouraged to undertake independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject. PGCert & PGDip For skills 1-4, by coursework essays designed to assess students knowledge and understanding of key processes and their ability to sustain a critical argument. For 5, by unseen examination, student presentations and coursework essays. For 6, a mix of assessment methods, including unseen examinations and essays.

5 MA Skills 1-6 as above For skill 8, by coursework designed to assess students knowledge and understanding of research designs to answer real world questions and for skill 7 and 8 completion of a dissertation. Intellectual skills: The ability to: 1. Compare and contrast the ways in which common policy problems arise and are approached in different political systems. 2. Analyse the relationship between policy and practice in a range of areas, including the influence of organisational and professional influences. 3. Perform a critical reading of published policy studies and evaluate their rigour, validity and relevance. 4. Provide a reasoned assessment of the feasibility of policy proposals. 5. Think critically and independently. 6. Engage critically with the issues arising in a range of substantive policy areas. Plan, develop and undertake policyrelevant research in an area of relevance to gerontology and discuss its implications (). Skills and other attributes These are achieved through the following teaching/learning methods and strategies: Intellectual skills are developed through the teaching and learning strategies outlined above, which are designed to facilitate the students acquisition of relevant knowledge and understanding, together with the development of appropriate critical research skills. Analysis and problem solving skills are further developed through an examination of refereed journal articles and through student presentations of key issues and debates. Specifically, skills are developed by: Independent critical reading and thinking in preparation for lectures, classes and assignments; peer group discussion; collaborative work in groups; preparation of work for presentation to course members. Skills are further developed by preparation and development of dissertation proposals. Research skills are further developed through the compulsory research design module. Intellectual skills 1-5 are assessed by coursework and unseen examination, as well as informal assessment and

6 feedback on performance on individual group and syndicate presentation sessions. The ability to plan, develop and undertake policy-relevant research (skill 7) is formally assessed by the dissertation and coursework and informally in workshops on project preparation. Skills in respect of substantive policy and gerontology areas are assessed by the spectrum of methods used in the option courses. Practical skills: The ability to: 1. Undertake policy-relevant research 2. Present findings in a professionally written manner. 3. Identify and source secondary literature and primary research material 4. Use appropriate information technology These are achieved through the following teaching/learning methods and strategies: Practical skills are developed through the teaching and learning programme which in the core modules makes use of case studies as well as coursework and presentations. Skills 2, 3 and 4 are developed in all aspects of the course, and particularly the student presentations. Skills 1 and 4 in particular are developed through supervision sessions in preparation for the research-based dissertation. The dissertation is also key to the acquisition of a high standard of presentation (skill 2). Practical research skills are developed through practicals, workshops and dissertation preparation. Practical skills are formally assessed by coursework.

7 Generic/transferable skills: The ability to: 1. Tackle problems in a rigorous and open-minded fashion, in a spirit of critical enquiry 2. Develop effective and sustainable learning skills 3. Work effectively as a member of a team 4. Manage time and input to best effect in fulfilling individual assignments 5. Make effective use of IT 6. Write clear and well-focused reports Deliver findings to audiences with clarity and confidence Assessment is additionally through completion of a dissertation. These are achieved through the following teaching/learning methods and strategies: Generic and transferable skills are developed throughout the teaching and learning programme outlined above and specifically through individual and group assignments in the core courses and, where applicable, across the spectrum of option courses. Skills 1, 2, 4, 5, 6, 7 are additionally developed through undertaking a dissertation. Skill 1 is assessed by performance on assessed coursework and, in the case of some option courses, by unseen written examinations. Generic and transferable skills, particularly skills 2-7, are informally assessed primarily through coursework assignments and exercises, where students are required to work both jointly and individually. Skills 1, 2, 4, 5, 6, 7 are additionally assessed through completion of a dissertation. 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines There is as yet no Masters level benchmark statement for Politics and International Relations, within which part of the provision for this programme falls. However, the Honours statement for that discipline (2015) (Section 4.13 (ii) (iii) (iv) Knowledge and understanding of the subject) records that graduates in Politics will, inter alia be able to apply concepts, theories and methods used in the study of politics to the analysis of political ideas, institutions and practices and demonstrate knowledge and understanding of different political systems, and evaluate different interpretations of political issues and events. At 4.15 (i) (v) (Generic intellectual and transferable skills) the QAA panel aver that graduates in Politics

8 and International Relations will be able to gather, organise and deploy evidence, data and information from a variety of secondary and some primary sources; identify, investigate, analyse, formulate and advocate solutions to problems; construct reasoned argument, synthesise relevant information and exercise critical judgement; reflect on their own learning and seek and make use of constructive feedback; and manage their own learning selfcritically. While this is a level 7 programme proposal and, as such, a specialised, advanced course, its design has nonetheless taken account of how these benchmarks might be built upon at a higher level of study. In addition, the QAA Social Policy and Administration (2007) document for undergraduate programmes stresses demonstration of a basic ability to undertake investigations of social questions, issues and problems and sensitivity to the values and interests of others: a basic ability to identify and take account of different normative and moral positions in order to understand how human needs are met. These are addressed through Knowledge and Understanding, Skills 1 and 2, and Intellectual Skills 1, 2 and In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N/A Which is the lead department and/or School?

9 19. Programme structure See Programme Handbook for modules to be taken If a Masters programme, are level 6 credit levels permitted within the programme? No Maximum number of credits permitted with a condoned fail (core modules excluded) 30 for MA (15 for PG Diploma and PG Certificate) Are students permitted to take any additional credits, as per regulations A3? No Are students permitted to take a substitute module, as per regulations A3? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) PG Diploma: Students must take all core and compulsory taught modules plus taught options modules to 120 credits PG Certificate: Students must take 7SSHM500 Population Ageing & Policy (30 credits), 7SSPP001 The Policy Process (20 credits) and 7SSPP002 Comparative Public Policy Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. n/a

10 20. Marking criteria The College generic criteria for assessment of postgraduate work apply to the assessment of this programme, with the addition that no mark in any module may fall below 40%. 21. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here The Programme Board of Examiners will continue 22. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be Professor Christina Victor, Brunel University 23. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements All sessions are taught in Strand or Waterloo main buildings, which are accessible to students with disabilities. Teaching staff are located in a building which is also accessible to students with disabilities. There are a number of ways in which staff provide more general pastoral care to students with disabilities. All students have one member of the Department s academic staff as their Personal Tutor. Because of the small size of the Department (three permanent members of academic staff, all of whom teach on the Programme), students report communication with staff as excellent. Staff liaise with the School s disability advisor, on any issue affecting a disabled student. All students have access to Student Welfare Services.