Coventry University Faculty of Health and Life Sciences

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1 Coventry University Faculty of Health and Life Sciences Programme Specification HLST106 MSc/PG Dip/PG Cert Social and Health Care Leadership and Management March

2 Contents Page Introduction 3 Part 1: Programme Specification 1-10 Basic Programme information 3 11 Educational Aims of the Programme 4 12 Intended Learning Outcomes 5 13 Programme Structure and Requirements 8 14 Support for Students and their Learning Criteria for Admission Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning Regulation of Assessment Indicators of Quality and Standards Additional Information List of mandatory and core option modules Curriculum Map 14 Part 2: Supporting information 16 Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements. 16 Teaching and Learning Strategy 16 Assessment Strategy 17 Course management 17 Compliance with the University s Academic Regulations and Current Legislation 18 2

3 Introduction The Masters in Social and Health Care Leadership and Management (formerly Social and Health Care Leadership and Management) is an established programme within the university which has been in operation for five years. It aims to meet the needs of experienced social and health care professionals who have already moved into management positions or intend to do so. The curriculum incorporates contemporary policy and practice developments such as the Francis Report. In the last five years over 70 students have graduated from the programme and the programme successfully recruits new students each year. The programme comprises three levels: post graduate certificate; post graduate diploma; and masters. Each stage can be studied as a stand-alone programme. The programme was originally delivered entirely on line. For those studying at a distance this continues to be the preferred option while local students and those able to travel can take advantage of a blended delivery. The University s mission statement: We aspire to be a dynamic, global and enterprising university. We will work in partnership with external organisations through our research and engage our students as partners in a community of learning underpins the pedagogical approach to the Masters Social and Health Care Leadership and Management. The course team is research active and has provided students with opportunities to participate in international events; publish journal articles and book chapters. 1 Available Award(s) and Modes of Study Title of Award Mode of attendance FHEQ Level MSc Social and Health Care F/T 1 year 7 Leadership and Management P/T 3 years PGD Social and Health Care Leadership and Management PGC Social and Health Care Leadership and Management F/T 1 year P/T 2 years P/T 1 year Awarding Institution/Body Coventry University 3 Collaboration N/A 4 Teaching Institution and Location of delivery Coventry University The programme is delivered on line and as a blended learning programme 5 Internal Approval/Review Dates Approved: March 2013 Date of next review: 2018/19 6 Programme Accredited by 3

4 7 Accreditation Date and Duration 8 QAA Subject Benchmark Statement(s) and/or other external factors The degree conforms to the Business and Management benchmark statements which are available at: formationandguidance/documents/b usinessmanagementmasters.pdf 9 Date of Programme Specification February Programme Manager/Course Tutor Linda Martin and the Common Purpose Statement for subject benchmarks for Health and Social Care which is available at: formationandguidance/documents/c ommonpurposeconsultationdraft pdf 11 Educational Aims of the Programme In line with the Business and Management benchmark statements the post graduate programmes for students in Social and Health Care Leadership and Management aim to develop students ability to: 1. Think critically and creatively; 2. Solve complex problems and make decisions; 3. Conduct research through research design, data collection, analysis, synthesis and reporting; 4. Use information and knowledge effectively: scanning and organising data, synthesising and analysing in order to abstract meaning from information and to share knowledge; 5. Deploy quantitative skills and business modelling; 6. Use information technology effectively; 7. Communicate effectively; 8. Demonstrate high personal effectiveness through the development of self-awareness, selfmanagement skills, critical reflection and management of diversity. As a specialist degree the specific aims of the post graduate programmes for students in Social and Health Care Leadership and Management are: 1. To develop students transferable and professional skills and provide students with the knowledge and skills to equip them for career development and fitness for purpose in Social and Health Care Leadership and Management. 2. To develop high levels of critical analysis, evaluation and assessment skills in Social and Health Care Leadership and Management within an international context. 3. To facilitate students reasoned utilisation of Social and Health Care Leadership and Management research methods and to develop their critical awareness and implementation of policy, resource and management issues in Social and Health Care Leadership and Management. 4. To give students the opportunity to undertake and apply critical independent research in an area of Social and Health Care Leadership and Management of their choice. 5. To support the development of critical inter-professional and multi-disciplinary working. 4

5 6. To further develop advanced systems understanding of how Social and Health Care Leadership and Management is applied to real life. 12 Intended Learning Outcomes This programme satisfies Coventry University s Code of Practice for Academic and Professional Skills Development. Section 20 maps the learning outcomes described below to the programme s modules Section 21 shows the capabilities that students will be taught and how they will be assessed which are also essential skills for practice. The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified below Knowledge and Understanding On successful completion of the Postgraduate Certificate and the Diploma programme students should be able to critically evaluate, apply and integrate, knowledge and understanding of: KU1 Major theoretical approaches to leadership and management which are seen as both theoretical and practical disciplines KU2 Key debates and issues in the management of social and health care services KU3 Policy and practice as they relate to the management of social and health care services, including an appreciation of an international or global perspective KU4 Core research methodologies, methods and ethical principles relevant to investigating Social and Health Care Leadership and Management issues KU5 A range of theoretical ideas and relevant research within specialist topic areas In addition, on successful completion of the Masters programme students should be able to critically evaluate, apply and integrate, knowledge and understanding of: KU6 Theory and research relevant to Social and Health Care Leadership and Management The principle teaching and learning methods used in this programme are as follows: KU1 KU2 KU3 KU4 Teaching and learning On line materials, seminars, On line materials, seminars, On line materials, seminars, On line materials, seminars, Assessment 5

6 KU5 On line materials, seminars, KU6 Research and supervision and dissertation Cognitive (Thinking) Skills On successful completion of the Postgraduate Certificate or Post Graduate Diploma students will have acquired and integrated skills and should be able to: CS1 - Demonstrate substantial competence in critically evaluating theories and research relevant to Social and Health Care Leadership and Management CS2 - Demonstrate substantial ability to think reflectively, critically and analytically about contemporary political issues relevant to Social and Health Care Leadership and Management CS3 Demonstrate substantial problem solving skills (Includes managing problem solving activities, gathering information, assessment, analysis and synthesis, intervention and evaluation, planning, decision making, meeting deadlines, monitoring and reviewing) CS4 - Demonstrate substantial skills in personal and professional development (Includes reflection on behaviour, personal and professional boundaries, managing change, stress, conflict and challenge, responsibility for continuing learning) CS5 - Demonstrate knowledge and understanding of core skills in complex social and health care practice and professional leadership In addition, on successful completion of the Masters programme students should be able to critically evaluate, apply and integrate knowledge and understanding of: CS6 - Demonstrate advanced applied skills in research through the collection, analysis and interpretation of relevant information and data The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below: CS1 CS2 CS3 CS4 CS5 Teaching and learning Assessment 6

7 CS Practical/Professional Skills and dissertation On successful completion of the programme a student should be able to: PS1 Locate, obtain, critically review and articulate verbal, written and numerical information relevant to a particular issue from a variety of sources and organise the material into a useable form PS2 Write clearly, critically and analytically PS3 Use a range of research techniques appropriately PS4 Demonstrate advanced management skills including organisation of their working time and balancing various demands The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below: PS1 PS2 PS3 PS4 Teaching and learning discussion, presentation discussion, presentation discussion, presentation discussion, presentation Assessment 12.4 Transferable Skills On successful completion of the programme a student should be able to: TS1 Demonstrate significant ability to work independently and with others to complete a task effectively deploying appropriate leadership skills in the course of their work TS2 Demonstrate significant ability to communicate effectively using a variety of media TS3 Demonstrate significant ability to apply a variety of IT skills to specific problems and tasks TS4 Demonstrate significant ability for reflective and critical awareness of their own skills and abilities to develop their learning TS5 Demonstrate significant ability to retrieve, critically evaluate and use information from a variety of sources Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The 7

8 ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas. 13. Programme Structure and Requirements, Levels, Modules, Credits and Awards The post graduate certificate, diploma and the Masters degree are modular. The certificate is offered part-time while the diploma and Masters are offered part-time and full-time. The courses are available to study entirely on line or as blended learning. Post Graduate Certificate: ( Only available as part time) Semester 1 Semester 2 Semester 3 Year 1 M25SHC M02SHC M03SHC Post Graduate Diploma: Full Time Year 1 Semester 1 Semester 2 Semester 3 M25SHC M02SHC M03SHC plus one other 20 Credit module plus one other 20 Credit module and M06SHC Post Graduate Diploma: Part Time Semester 1 Semester 2 Semester 3 Year 1 M25SHC M02SHC M03SHC Year 2 One 20 credit module One 20 credit module M06SHC Masters Degree: ( Full Time 2 Years) Year 1 Year 2 Semester 1 Semester 2 Semester 3 M25SHC M02SHC M03SHC plus one other 20 Credit module plus one other 20 Credit and M13SW Applied Social Research for Professional Practice module M06SHC M08SHC Management Research Project Masters Degree: ( Part Time 3 Years) Year 1 Year 2 Year 2 Semester 1 Semester 2 Semester 3 M25SHC M02SHC M03SHC One 20 credit module One 20 credit module M06SHC M13SW Applied Social Research for Professional Practice M08SHC Management Research Project Course specific regulations for progression, awards and classification 8

9 The regulations given below are programme specific regulations applicable to the programme outlined in this document. They should be read in conjunction with university academic regulations. The following awards are available through this programme of study: Post Graduate Certificate: Students who achieve 60 credits by successfully completing three modules from those offered within the programme can be awarded a post graduate certificate. Students must complete the following modules: Module Code Indicative Module Title M25SHC Professional Leadership (replacing M01SHC) 20 M02SHC Managing the Performance of Individuals and Teams 20 M03SHC Managing Change in Dynamic Environments 20 Post Graduate Diploma: Students can achieve the post graduate diploma by completing six of the 20 credit modules offered within the course framework, totalling 120 credits. Students must complete the three modules which comprise the PG Cert, select two from the table below and complete M06SHC: Promoting Excellence: Work Based Project. In exceptional situations the Programme Assessment Board may condone one twenty credit module. Each case will be considered on its merits. Module Code Indicative Module Title M27SHC Governance: citizens, communities and consumers 20 M28SHC Managing Practice: complexity and risk 20 M26SHC Epidemiology, interventions and improvements 20 M50OT M16OT Assistive Technology and the Wider Perspective or Advancing Practice: Professional Perspectives Masters Degree: For a Masters award students are required to successfully complete total of 180 credits. Normally students will complete PG Cert (60 credits) and PG Dip (60 credits) and additionally they must complete M13SW: Applied Social Research for Professional Practice (10 credits) and M08SHC: Management Research Project (50 credits). See table below Masters students must additionally take: M13SW Applied Social Research for Professional Practice 10 credits M08SHC Management Research Project 50 credits Additional Information: M50OT and M16OT are only available for students engaged in blended learning. M06SHC provides the opportunity for students to undertake an international collaborative project with students from other universities or to work on an individual local project. All of the SHC modules except M08SHC are also available through CPD delivery. APEL and APL 9

10 Students who already have substantial academic or management experience in the social and health care sector may apply for Accredited Prior Learning (APL) or Accredited Prior Experiential Learning (APEL) subject to the provisions of Academic Regulations (7.4.3). Credit will not be given for more than two-thirds of any course. A student applying for APL/APEL is required to submit evidence supporting the application. For APL students will be required to demonstrate how previous courses of study have met the learning objectives of the module(s) they are seeking to obtain APL for. For APEL students must satisfy the university that they meet all the learning objectives for the module(s). This will be undertaken through a submitted portfolio (normally prior to admission) containing sufficient evidence of experience and learning to demonstrate achievement and practice in relation to the module(s) learning outcomes. The module leader will assess the portfolio and notify students of the outcome which will either be: the awarding of the credit; a requirement for further evidence; or the credit not being awarded. 14. Support for Students and their Learning Generic Student support mechanisms are as detailed in the University Code of Practice on the Personal Support of Students. In addition, course specific support is provided through the management structure, including the Course Director, Module Leaders and Personal Tutors. For the programme Student induction comprises an on campus event and an on line induction guide which provide essential information about study requirements, support services and activities to familiarise them with course content and develop on line study skills. In addition to the Induction Guide students are provided with a course handbook and module guides. On line learning is generally supportive of students with disabilities and reasonable adjustments can be made to the teaching, learning, assessment and support to maximize accessibility and respond to individual needs. Students can discuss their needs with the course director, any member of the course team or the HLS Learning Support Coordinator. Tutorial support is provided on skype, by phone, through and face-to-face. Feedback on assessments is provided on line and in a timely way. Each module provides its own launch event Student forums are available and ongoing feedback by is encouraged. Career management support is a key aspect of the programme. Students on this programme are in employment and where appropriate the course team work with employers to ensure student learning is relevant to the agency, is integrated into the organisation and will enable students to develop within the organisation. Students for who direct employer input is not appropriate are offered career management support through tutorials. Students are also facilitated to develop peer support in order to maximize their learning and strengthen their position to influence practice development. 10

11 15 Criteria for Admission The general requirements for admissions are in line with University policy (Academic Regulations 2.7). Students whose first language is not English are normally required to have IELTS 6.5 or above. Course specific Undergraduate degree sector; or Professional qualification equivalent to HND level Experience of working in the social or health care sector. 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme is managed by the relevant Board of Study of the Faculty of Health and Life Sciences. The Programme Assessment Board (PAB) for Social Therapeutic and Community Studies is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Registry s web site. Students are represented on the Student Forum, Board of Study and Faculty/School Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. The university is subject to an institutional audit normally on a 5 year cycle. Additionally, all course directors obtain ongoing, informal feedback from students and there is a Teaching Observation procedure in place. 17 Regulation of Assessment University policy requires the internal moderation of all assessments. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. 11

12 The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. Awards for Taught Master programmes may be made with Distinction or Merit (i.e. achievement of an average mark of at least 70% or 60% respectively). 18 Indicators of Quality and Standards The following are key indicators of quality and standards: The programme has been designed in accordance with the QAA benchmark statements for Business and Administration The Department has a strong portfolio of industry-related research. An example of this is the research project funded by Government Office West Midlands into the career pathways for social workers. The Department has excellent links with local employers; regular meetings with workforce development managers from local employers are held which inform the content and delivery of the programme. The report of QAA s Institutional Audit undertaken in November 2008 confirmed that Confidence can be placed in the soundness of the institution s current and likely future management of the academic standards of its awards Confidence can be placed in the soundness of the institution s current and likely future management of the quality of the learning opportunities. 19 Additional Information Key sources of information about the course and student support can be found in Faculty Handbook Course Handbook Module Guides Module Information Directory (http://mid.coventry.ac.uk/) Study Support information is accessible from student services home page (https://students.coventry.ac.uk/pages/index.aspx) Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 12

13 20. Mandatory and Option modules Module Code M25SHC M26SHC M27SHC M28SHC M02SHC M03SHC M50OT M16OT M06SHC M13SW M08SHC Module Title Professional Leadership Epidemiology, Interventions and Improvements Governance: citizens, Communities and Consumers Managing Practice: Complexity and Risk Managing the Performance of Individuals and Teams Managing Change in a Dynamic Environment Assistive Technology and the Wider Perspective Advancing Practice: Professional Perspectives Promoting Excellence: Work Based Project Applied Social Research for Professional Practice Management Research Project Credit Value Pre-/Co- Requisite Excluded Combinations PG Certificate PG Diploma Masters 20 None M M M 20 None O O 20 None O O 20 None O O 20 None M M M 20 None M M M 20 None M16OT O O 20 None M05OT O O 20 None M M 10 None M 50 M13SW M Key M = Mandatory (i.e. must be studied and passed for the named award) O = Option 13

14 21 Curriculum Map Module codes Knowledge and Understanding KU 1 KU 2 KU 3 KU 4 KU 5 KU 6 Intended Learning Outcomes Cognitive (Thinking) Practical Skills Skills CS 1 CS 2 CS 3 C S 4 Transferable Skills M25SHC X X X X X X X X X X X X X X X X M26SHC X X X X X X X X X X X X X X X X X M27SHC X X X X X X X X X X X X X X M28SHC X X X X X X X X X X X X X X X M02SHC X X X X X X X X X X X X X X X X M03SHC X X X X X X X X X X X X X X X X M50OT X X X X X X X X X X X M16OT X X X X X X X X X X X M06SHC X X X X X X X X X X X X X X X X X X M13SW X X X X X X X X X X M08SHC X X X X X X X X X X X X X X X X X X X CS 5 CS 6 PS 1 PS 2 PS 3 PS 4 TS 1 TS 2 TS 3 TS 4 TS 5 Key: T=Taught, P=Practiced, A=Assessed The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme. Capability Outlines (from the Code of Practice for Academic and Skills Development) Learning to Learn Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Working with Others Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Numeracy Students should be able to interpret, analyse and present numerical data. IT and Online Learning Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communication Students should be able to communicate effectively in appropriate forms in a wide variety of situations. Career Management Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations. 14

15 Information Management Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Personal Development Planning Students should be able to demonstrate self-awareness, set personal goals and record achievement. 15

16 Part 2: Supporting Information for MSc Social and Health Care Leadership and Management 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The degree conforms to the Business and Management benchmark statements which are available at: sters.pdf and the Common Purpose Statement for subject benchmarks for Health and Social Care which is available at: ationdraft25804.pdf 2 Teaching and Learning Strategy This course has a number of distinguishing features and draws on existing good practice within the department and Faculty: A launch event for each module enabling students to engage with each other for a day, forming practical ongoing support networks at this early stage of their learning; Provision of comprehensive on line learning materials which integrate theoretical knowledge and research findings with activities to enable application to practice and personal development; Links between study and practice: students are encouraged to engage a work place mentor, often through peer support, to take learning back into the work place; International collaboration: the programme provides opportunities for students to work on an organisational problem internationally and to attend international conferences; Service users/patients are involved in the design, delivery and assessment processes of the programme. In addition, the following are some of the practical ways in which a positive learning environment is generated: An on line induction guide, providing students with a two-week preparation period to gather the knowledge they will need in order to study and practice their study skills. Individual and group tutorials provided on line, by phone and face to face, often within the student s employing organisation. Accessibility of the course team: on line learning provides a continuous dialogue between students and the course team enabling ideas and learning to progress through an iterative process. 16

17 Although students on this programme are often experienced and are graduates it is often the first time they have studied management as a discipline. The learning curve in each module is, therefore steep and the learning strategy underpinning this is to encourage continual rather than episodic learning. Students have a choice of two modes of study: entirely on line or through blended delivery. The blended delivery enables students to meet for a day at the beginning of each module and meet for tutorials. Materials used on these occasions are also available through module webs for on line students. The blended approach suits students who prefer more structure to their programme of study while the on line delivery favours those who wish to maximize the flexibility provided through this mode. 3. Assessment Strategy The purpose of this programme is to enable students with professional social and health care experience and proven academic ability to successfully navigate a change of career direction into management. Some will have already made the practical shift and will use the course to reflect on the journey and determine good practice while for others it will be the springboard that enables them to make the change. The learning experience therefore needs to encourage them to be enterprising, resourceful, self-determined, confident and reflective. The move into first line management within the social and health care sector brings with it tensions and challenges which students must resolve for themselves in order to retain their professional integrity and be effective organisational managers. The modules of study are designed to highlight these tensions and provide opportunities and support for students to identify and utilize appropriate problem solving strategies. All module assessments therefore require students to assimilate theory, contemporary research findings, frame works for practice and management skills in addressing a significantly challenging issue facing social and health care managers at the present time. Whether students are studying entirely on line or engaging in blended learning assessments are submitted on line. This medium allows for written and verbal submissions and for feedback to be given in writing or verbally; each module leader decides on the most appropriate strategy for the module. Students are encouraged to collaborate and enhance their learning by exchanging ideas from their experience which can be used to illustrate their arguments. As post graduate students they are expected to demonstrate skills in searching sources of data. In order to develop their expertise in this area they are provided with a baseline of resources which is adequate for completion of the assessment but on which they are expected to build. Assessment for each module is designed to be: Relevant to the module learning outcomes Relevant to the objectives of the course 17

18 Relevant to students learning needs, aptitudes and abilities Relevant to contemporary practice in the field of Social and Health Care Leadership and Management Relevant to the rules for modular courses and the university regulations Module descriptors specify the mode of assessment for each module and are available to students in advance of the module. The assessment load is spread so that it is likely a part-time student will have only one assessment each semester depending on their chosen study programme. 4. Course Management The Social, Therapeutic and Community Studies Department has a long history of providing high quality undergraduate and postgraduate programmes. The roles involved in programme and course management are as follows: Head of Department The Head has overall responsibility for strategic planning, staffing and has direct responsibility for line management and resource management. Associate Heads of Department The Associate Head (Academic) has responsibility for the co-ordination of the department s courses and related activity while the Associate Head (Development) has responsibility for the integration of international and developmental activity. Course Director The Course Director has responsibility for recruiting and selecting students onto the course and the day to day management of the course such as co-ordination of the moderation of assessments and progression of students. Module Leaders Each module has a module leader who is responsible for ensuring the module is designed, planned and executed. Personal tutor Students can access tutorial support from each module leader but are provided with additional support from a personal tutor. 5. Compliance with the University s Academic Regulations and current legislation The course operates within the overall University mission statement, which, amongst other things values diversity, fairness and equality of opportunity. Moreover, as a public service provider, the University and therefore the course is subject to legislative requirements The Equality Act 2010 whose primary purpose was to codify different Acts and Regulations, thus forming an integrated basis of anti-discrimination law in Great Britain. It requires equal treatment in access to employment as well as private and public services, regardless of age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex, and sexual orientation. 18

19 Anti-Oppressive/ Anti-Discriminatory Practice Understanding and opposing social inequalities, discrimination and oppressive attitudes and practices are central to the work of effective welfare agencies as well as to the Mission statement of the University. Institutionalised discrimination is evident throughout British society and students need to be willing to learn to be aware of their own prejudiced attitudes, to learn about the extent and mechanisms of inequalities and to learn how to oppose and challenge unfair and inappropriate practice. The course planning team's view is that this perspective should permeate all aspects of the programme, affecting the recruitment of staff and students, course content and assessment. Systems for student support, representation and complaint should be available and accessible to all students. These features require continual reinforcement and re-affirmation by the staff of the programme. Support for Students with Disabilities Besides having access to the University Disability Services, the staff team recognises the importance of an integrated approach to teaching learning and assessment for students with disabilities. Adjustments to teaching and learning styles are made. For example, lecture notes are made available on CU Online before the session so that student can print the material the appropriate font and colour specific to their learning needs. Peer Support Besides the providing staff support through individual and group tutorials the programme recognises the importance of peer support. Students are encouraged to form small groups for the purpose of self-help and mutual support. They are also encouraged to participate in discussion groups via the Course Web on CU Online in relation to their studies. 19

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