pathways) Level 7 External Examiner(s) names: Professor Howard Stevenson, Nottingham University

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1 Quality Assurance MBA Education (UK and International pathways) Programme Specification: Postgraduate Information for students: the programme specification is the definitive document summarising the structure and content of your degree programme. It is reviewed and updated every year as part of Keele s Curriculum Annual Review and Development process. The document aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme. Names of programme(s): Mode of study: Framework of Higher Education Qualification (FHEQ) level of final award: Duration: MBA Education (with UK and International pathways) Part time Level 7 Two years part time External Examiner(s) names: Professor Howard Stevenson, Nottingham University 1. What is the philosophy of the Programme? a. What are the broad educational aims of the programme? What makes the programme distinctive? The Keele MBA Education is a part-time, semi-distance learning programme, the aim of which is to develop critical management and organisational knowledge and skills for middle and senior managers and leaders who are generally working full-time in educational services to enable them to meet the changing demands of the profession and of educational institutions. The MBA Education is well-established, its annual intake of educationalists drawn predominantly from the UK s education sectors. Current and past students include primary and secondary deputies and heads; Higher Education managers, lecturers, administrators; senior managers in Further Education; school inspectors; private agency managers. In 2010, the programme opened to educationalists working in South East Asia and this pathway (MBA Education International) has attracted managers and leaders in International Schools in that region and other areas where International Schools are concentrated the Gulf and Europe. For each pathway, the residentials that form a key part of the MBA Education are delivered at Keele University in the UK: different patterns of delivery of the UK pathway and International pathways are designed to minimise impact of study on participants professional work context and to enable participants to relate the programme directly to their own work context and professional development needs. The two pathways are explained at section 3, below. 1

2 b. What are the intended learning outcomes of the programme - i.e. what students should know, understand or be able to do by the end of the programme of study in terms of subject specific knowledge, subject specific and key skills and attitudes. The programme outcomes are set out under the following categories: a) Knowledge and Understanding. b) Subject Specific Skills. c) Intellectual Skills. d) Transferable Skills. a. Knowledge and Understanding - you will be expected to: demonstrate substantial understanding of the ways in which organisational and resource management theory and critical reflection can be used to enhance professional practice, demonstrate critical awareness of current policy and practice issues affecting the management and development of organisational effectiveness within the governmental and non-governmental agencies involved in education. demonstrate a critical assessment and sound application of knowledge, based on a practical understanding of how established techniques of research and enquiry are used to create and interpret policy and practice research in educational management. b. Subject-Specific skills you will be expected to: demonstrate the capacity for critical reflection on knowledge relevant to each of the five substantive modules of the programme manage practical project work effectively, manage personal and professional change within your working context. c. Intellectual/Cognitive skills - you will be expected to: integrate the theories underpinning; - knowledge utilisation within an organisational context, - critical reflection, - learning technologies, - educational action research, with your own personal professional experience. synthesise information from pre-course reading, lecture, discussion and materials provided to understand the concepts of critically reflective practice. d. Transferable skills - you will be expected to: develop skills in a wide range of methods applicable to analysis and development of organisational effectiveness, effectively express your ideas about educational policy and practice and critically evaluate practice both in writing and verbally, evaluate and assess your own assumptions about their working context and applicable educational policies, and reflect on those assumptions. work effectively as part of the whole group and as part of a small group, be aware of, and sensitive to, others different professional experiences, develop and apply the skills needed for academic study and enquiry, critically analyse, evaluate and interpret research, information and evidence, reflect on your analysis and make appropriate changes to your practice. 2

3 c. What is the principal purpose of the programme? How does it equip students for further study or employment? Is the programme professional in nature and, if so, what professional recognition is entailed? The programme offers a coherent programme of professional development for established or aspiring educational leaders and managers. The MBA is designed to help educational leaders to think critically about their experience in order to develop their practice and to be aware of their knowledge work how they access, evaluate and use theories, management methods, policy and research on practice. d. Keele Graduate Attributes Engagement with this programme will enable you to further develop your intellectual, personal and professional capabilities. At Keele, we call these our ten Graduate Attributes and they include independent thinking, synthesizing information, creative problem solving, communicating clearly, and appreciating the social, environmental and global implications of your studies and activities. Whilst you will undoubtedly have already developed these skills and abilities to varying degrees, such existing capabilities can always be deepened and enriched. Our educational programme and learning environment is designed to help you to develop further as a well-rounded postgraduate who is capable of making a positive and valued contribution in a complex and rapidly changing world, whichever spheres of life you engage in during and after your studies at Keele. Please refer to the programme webpages for a statement of how you can achieve the Keele Graduate Attributes through full engagement in the programme and other educational opportunities at Keele. 2. How is the Programme taught? a. List the principal learning and teaching methods used in the programme, including the relevant mode of study and attendance. Students meet and work together for residential sessions during the first three semesters of the course. The normal pattern of teaching for each module is that of a full day, or substantial part of a day, given to a theoretical introduction, consideration of practical applications and then an extended case study. Distance learning materials have been especially commissioned for each module so that the focus is on the management of service provision rather than generic educational issues. Assignments are then completed up to six months after the residential taught sessions. (total 120 credits) At each residential session there is also a taught element of study skills (a necessary feature for those who have been in non-academic employment for some time), and research methodology (30 credits). b. Explain how these methods enable learners to achieve the stated outcomes. These methods provide participants with the opportunity to hear and discuss how understanding of practice can be deepened through a process of engagement that draws on theoretical and methodological resources introduced in the modules to explore personal experience and issues arising in their work context and in the educational sector more widely. The residentials provide a focus for group discussion of theories and methods, principles for choice of resources and examples of application to particular educational management issues and contexts. The distance learning materials fill out the range of management ideas, theories and methods and their implications for educational management. The assignments can be tailored to the particular interests, contexts and professional development needs of each participant, whilst ensuring participants cover core elements of knowledge and skill. The modules are sequenced to enable accumulation and consolidation of these core learning outcomes. c. List the number of teaching staff and their academic qualifications, the number of staff who are associates or fellows of the Higher Education Academy and/or who have relevant professional qualifications. 3

4 Stephen Cropper, PhD Professor of Management and Programme Director Professor Stephen Whitehead, PhD, PGCE Mr Graeme Easdown, PGCE Mr Denry Machin, PGCE Professor Derek Glover, PGCE 3. What is the Structure of the Programme? a. Give an outline module structure for the programme, including indication of choices from other programmes which may be available to students, where relevant. Give detail of credits available and required as appropriate. The programme consists of six modules and a dissertation. Organisational Behaviour and Development in Education 15 credits EDU Quality, Improvement and Effectiveness 30 credits EDU Strategic Management in Education 15 credits EDU Resource Management 15 credits EDU Human Resource Issues 15 credits EDU Research Methods and Methodologies 30 credits EDU Dissertation 60 credits EDU The mode of delivery varies across the two pathways. For students registered on the MBA Education pathway, two day residentials are held at Keele at approximately four monthly intervals and each residential introduces one taught module. The sequence runs: May (EDU-40001), September (EDU-40002), January (EDU-40003), May (EDU-40004), October (EDU-40005) and then on to the dissertation. Research methods and methodologies (EDU-40015) is delivered through session held in each of the first four residentials and its assignment is accompanied by the dissertation proposal. For students registered on the MBA Education International pathway, week-long residentials are held in August of each of the two years. In Year 1, the following modules are introduced: EDU-40001; EDU-40002; EDU and EDI A first element of EDU is also included together with a first discussion of the purpose and scope of the dissertation. And there will be introductions to learning resources and study skills. The deadlines for written assignments attaching to these modules will be set including deadlines for submission of plans or outlines of the assignments. These provide a discipline for the nine months of independent work supported by distance learning materials. In Year 2, the residential will cover EDU-40005; and the remaining materials of EDU-40015, and participants will be required to submit draft proposals for the dissertation project and group and 1-1 tutorials will address the research designs. Deadlines for the two written assignments will be set and protocols for dissertation research and supervision clarified at this second residential. 4

5 For participants on both pathways, a line of commitment from module directors and tutors and the programme director ensures that support is available between the residentials through phone, skype and contact. Members of cohorts are also encouraged to offer continuing support to one another s learning eg through Facebook groups. b. State in a table as below the learning outcomes for the programme, alongside the modules that fulfil them and the forms of assessment used to demonstrate achievement of the learning outcomes. Learning Outcome Module in which this is delivered Principal forms of assessment (of the Learning Outcome) used a. Knowledge and Understanding - you will be expected to: demonstrate substantial understanding of the ways in which organisational and resource management theory and critical reflection can be used to enhance professional practice, EDU EDU Written essay (4000 words) Written essay (4000 words) demonstrate critical awareness of current policy and practice issues affecting the management and development of organisational effectiveness within the governmental and non-governmental agencies involved in education. EDU EDU EDU Written essay (5000 words) Written essay (3,500 word) Written essay (3,500 words) demonstrate a critical assessment and sound application of knowledge, based on a practical understanding of how established techniques of research and enquiry are used to create and interpret policy and practice research in educational management. EDU Written essay (5000 words) b. Subject-Specific skills you will be expected to: demonstrate the capacity for critical reflection on knowledge relevant to each of the five substantive modules of the programme manage practical project work effectively, All modules All modules & dissertation Written essays Written essays, research proposal & dissertation) manage personal and professional change within your working context. EDU Written essay c. Intellectual/Cognitive skills - you will be expected to: 5

6 integrate the theories underpinning; - knowledge utilisation within an organisational context, - critical reflection, - learning technologies, - educational action research, with your own personal professional experience All modules Written essays and dissertation synthesise information from pre-course reading, lecture, discussion and materials provided to understand the concepts of critically reflective practice. All modules Written essays and dissertation d. Transferable skills - you will be expected to: develop skills in a wide range of methods applicable to analysis and development of organisational effectiveness, All modules Written essays and dissertation effectively express your ideas about educational policy and practice and critically evaluate practice both in writing and verbally, evaluate and assess your own assumptions about their working context and applicable educational policies, and reflect on those assumptions. work effectively as part of the whole group and as part of a small group, be aware of, and sensitive to, others different professional experiences, develop and apply the skills needed for academic study and enquiry, critically analyse, evaluate and interpret research, information and evidence, reflect on your analysis and make appropriate changes to your practice. c. List the exit routes from the award (e.g. PGCert, PGDip) and specify the numbers of credits needed for these. Diploma in Business Management (Education) and Diploma in Business Management Education (International) 120 Credits Certificate in Business Management (Education) and Certificate in Business Management Education (International) 60 Credits 4. How is the Programme assessed? 6

7 a. Explain the function of the methods of assessment listed in the table above in testing the achievement of stated programme learning outcomes. There are no formal examinations. Assessment is based on written assignments following substantial self-directed and tutor-supported work to deepen and extend understanding of management theory and method introduced in the residential modules and course materials and to link these, in a discriminating way, to education management practice. The assignments can be tailored to the particular interests, contexts and professional development needs of each participant, whilst ensuring participants cover core elements of knowledge and skill. Assignments are between 3,500 and 5,000 words in length according to the module needs. Assignments are double-marked by two of the team of staff and are graded according to School and University guidelines. Work that does not meet the 50% pass grade can be resubmitted. The dissertation of 15,000-20,000 words is similarly marked and comprises one third of the total marks (60 credits). b. Briefly explain how students in the programme are supported through formative (i.e. non-mark-bearing) assessment. Feedback is given on assignment plans/outlines and, where agreed, on early drafts this is especially important for the first module. Dissertation proposals are presented at the draft stage, with detailed discussion and feedback from tutors, to ensure appropriate scope and design and to facilitate ethical review. Draft chapters may be reviewed with feedback enabling development of the account of research background, design, findings and implications for education management policy and/or practice. 5. What are the typical admission requirements for the programme? The MBA is normally open for direct entry to applicants who have a good class in their first degree or an equivalent professional qualification, and at least two years of experience of work, preferably with management responsibility, in an educational setting. The programme is taught and assessed exclusively in English and so applicants must be fluent in English language. Where English is not the applicant s first language, proof of English language competence will be required (IELTS 6.5 or equivalent). Although the MBA Education is designed an integrated programme, with accumulation of learning and progression through the modules, nevertheless, accreditation of prior learning (APL), at Masters level or equivalent, will be considered where applicants can make demonstrate that it has led to learning outcomes closely related to those set out for the programme and its constituent modules. Recognition of prior learning is limited to a maximum of 90 credits (50% of the programme). 6. How are students supported on the programme? Students are allocated an Academic Tutor who maintains an overview of their academic progress throughout the period of the programme. It is expected that students will meet their tutors at least three times during the year, wherever possible these meetings will be face to face, however the nature of the part time semi distance learning programme means that these meetings might have to take place over the phone or by . Formal records are kept of any issues that need to be addressed, which the student has access to. Students also have access to an Independent Support tutor who is available to provide advice in relation to welfare issues. 7. Learning Resources 7

8 Keele University offers an environment and facilities conducive to intensive study residentials, with accommodation, teaching rooms, administrative staff and tutors, and access to physical learning materials all in close proximity. The distance learning materials are made available through the Keele Learning Environment which also holds a repository of other essential and additional learning resources related to the taught modules. 8. Other learning opportunities a. Give details of study abroad opportunities, field trips, placements and other learning experiences which may be available during the programme, and indicate those in which there may be a time/cost commitment required from the student. Please also supply details of where students can obtain further information about these. None. b. Indicate whether and to what extent the components of the programme are available as individual units for continuing professional development (CPD) and any relevant arrangements for students wishing to study them on this basis. Each module is available as a stand-alone CPD course. 9. Quality management and enhancement The MBA programme has a Programme Director, Professor Steve Cropper and Programme Administrator, Ms Dorothy Tyson, who have responsibility for oversight of programme design, delivery and quality, and for student experience and progress through the programme. The programme sits within the Education and the Policy, Leadership and Management programme boards within the School of Public Policy and Professional Practice, and ultimately to the School s Learning and Teaching Committee. Each taught module has an academic lead and a number of the modules also involve a tutor, an associate member of staff, with relevant senior management experience in education. The tutors, together, form the programme board. Participants are asked to complete module feedback forms at the close of each module and to evaluate the module following submission of their assignment. There is also an end of programme evaluation, following completion of the dissertation. The programme board takes monitoring reports from the Director of Programme. There is an annual process of programme review under the University s CARD system, which is considered by School Learning and Teaching Committee and by the University s Quality Assurance Committee. Finally, quality of provision and outcomes are the remit of the external examiner appointed by the University. Professor Howard Stevenson is the current appointee. 10. The principles of programme design The programme is designed for professionals, usually educated to degree level or with appropriate and equivalent experience in education practice, who wish to study part-time towards a specialist degree in the leadership and management of educational institutions. The programme emphasises the translation of management theory, method and evidence into practice and, equally, reflection on practical experience and contexts as a means of exploring and assessing the forms and validity of knowledge about educational leadership and management. Learning outcomes, the blend of teaching and learning, and assessment standards are set to Masters level. These principles are reflected in the following guidelines on programme design: Programme Specification Template: Keele University 2014/15 8

9 Guidelines for preparing programme specifications, Quality Assurance Agency for Higher Education, 2006 The framework for higher education qualifications in England, Wales and Northern Ireland, Quality Assurance Agency for Higher Education, 2008 Learning and Teaching Strategy, Keele University Faculty of Humanities and Social Sciences Learning and Teaching Strategy, Keele University 2010 Keele University Curriculum Annual Review and Development (CARD) Process 11. Programme Version History Version History Date CHANGES / NOTES Date first created (if known) Date last reviewed / revised November 2014 Last reviewed by Stephen Cropper / Graeme Easdown Date last approved at SLTC Date last approved at FLTC December