Programme Specification (Postgraduate) Date amended: 12 April 2012

Transcription

1 Programme Specification (Postgraduate) Date amended: 12 April Programme Title(s): MSc Educational Leadership (School Business Managers) 2. Awarding body or institution: University of Leicester 3. a) Mode of study Part Time b) Type of study Distance learning 4. Registration periods: The normal period of registration is 3 years The maximum period of registration is 5 years 5. Typical entry requirements: Candidates for the MSc will need to have a first degree or, for the blended learning option, have achieved a high standard of performance in the Certificate or Diploma in School Business Management, have three or more years of professional experience in schools/colleges, and have a strong recommendation from the School principal. 6. Accreditation of Prior Learning: Candidates who have successfully completed any of the following PGCertificate qualifications (Postgraduate Certificate in Educational Studies; Postgraduate Certificate in Education Studies Improvement through Enquiry (Bursars); Postgraduate Certificate in Education Studies (School Business Management) will be exempt from the first 60 credit module. The PGCert needs to have been completed within the previous 5 years. 7. Programme aims: The programme aims to: Equip students with a body of knowledge that will enhance their understanding of educational leadership from the perspective of a school business manager in a number of cultural contexts. Develop participant s ability to reflect on, analyse and synthesise concepts, theories and models of educational leadership drawn from a number of cultural contexts. Provide analytical frameworks that can be applied by students to their own institutions. Provide opportunities for the improvement of research-based leadership skills Develop participants ability to understand small-scale research.

2 8. Reference points used to inform the programme specification: Code of practice for the assurance of academic quality and standards in Higher Education: University of Leicester learning and teaching strategy Destinations results for postgraduate students: 9. Programme : Intended Learning Demonstrate advanced understanding of selected and relevant aspects of educational knowledge and educational issues, both national and international, for managers in primary, secondary and postcompulsory education. (a) Subject and Professional skills Knowledge Demonstrate advanced understanding of research into, and theory of, educational leadership. research. Demonstrate an understanding of leadership in the context of schools and colleges. Apply a range of appropriate research methods to management problems identified in their own institutions. Concepts Techniques Assignments and dissertation based on conducting small-scale research investigations in their own school or college in order to generate school or college improvement.

3 Intended Learning Reflect on theory in the area of leadership and management and use it as the basis for understanding and improving professional practice. Reflect on theory in the area of organisational development and use it as the basis for understanding and improving practice. Critically analyse professional practice in a wider context of theory, through a review of current literature. Critically evaluate theoretical and practical issues associated with school and college improvement through small-scale investigations of professional practice. Critical analysis empirical investigations; workbased empirical investigations; workbased empirical investigations; workbased Directed reading; independent Assignments; Present written and graphic information effectively and persuasively, to professional standards, using standard conventions. Presentation Assignments; presentations;

4 Intended Learning Use skills of analysis including classification, comparison and interpretation of a range of information including empirically collected data. Select and analyse a range of salient educational literature and critically evaluate its contribution to understanding professional practice in schools and colleges. Appraisal of evidence Directed reading; independent research. Assignments; dissertation; seminar presentations. Undertake small scale research into the leadership of educational organisations. Develop basic skills of use of a virtual learning environment as an end user. Demonstrate clarity, fluency and coherence in delivering oral presentations and managing group discussion about educational issues. Demonstrate an ability to respond rationally and supportively to questioning. (b) Transferable skills Research skills Independent Lectures; tutorials; directed supervised use of VLE at a distance; collaborative on-line group work. Communication skills Seminars; small group discussions. Seminars; small group discussions. Assignments; presentations; Participation in on-line work. Small group discussion; presentations where appropriate. Small group discussion; presentations where appropriate.

5 Intended Learning Write coherently, following standard conventions of presentation, about educational issues. Demonstrate accuracy, fluency and vivid use of language in written work about educational issues. Present written work to a professional standard. Collect, analyse and present information using statistical and graphical techniques where appropriate. Use ICT to support postgraduate study, including accessing electronic databases and journals; word processing and data analysis, where appropriate. Data presentation reading. reading. directed reading. Directed reading; independent research; work-based Lectures; tutorials; directed work-based learning; library induction course. Assignments; Assignments; Assignments; Assignments; Assignments; Develop basic skills of use of a virtual learning environment as an end user. Design and manage smallscale inquiry by demonstrating decision making skills as to project feasibility and problemsolving skills during each inquiry. Work collaboratively with colleagues to develop both an understanding and the standard of, professional practice in their own institutions. Information technology On-line resources; library use; discussion forum. Problem solving On-line resources; directed reading; tutorials; work-based Working relationships Independent Assignments; participation in forum. Direct and indirect evidence through assignments and Indirect evidence through assignments and Directly through group discussion where appropriate.

6 Intended Learning Use proformas provided in student handbook to remain on target for final submission of research. Use University of Leicester on-line tutorials. Use University of Leicester Writing your first assignment. Use tools provided on the programme, including SMART Specific, measurable, achievable, resourced, and time bound to plan for career progression with clear milestones. Plan for Continuing Professional Development to get to each mile stone using Plan-do-review tool. Scan horizon for unexpected relevant opportunities beyond scope of original plan. 10. Special features: Managing learning Independent research; tutorials; seminars; directed reading; work-based Career management reading. Indirect evidence through group discussion and tutorials. Directly through successful completion of assignment, dissertation, and achieving award. reading. This programme engages with blended 60 credits may be taken through the Action Research Report Portfolio which is a blend of residential workshops and Distance Learning. The final 120 credits are achieved through engaging with Distance Learning. Blended learning for 60 credits Participants engaging with the Action Research Report Portfolio will work together and develop peer support networks. Opportunities will be provided to be able to link in with specifically identified institutional development issues. The practitioner research approach to investigating and developing professional practice enables participants to focus on organisational practice and to create and develop a community of learning that is increasingly underpinning the ethos and culture of education in the 21 st century. Distance learning delivery Participants learning through distance learning delivery will work with the support of a tutor and a range of distance learning materials, provided by the University, together with remote access to library and computing services. Opportunities will be provided to link in with specifically identified institutional development issues. The practitioner research approach to investigating and developing professional practice enables participants to focus on organisational practice and to create and develop a community of learning that is increasingly underpinning the ethos and culture of education in the 21 st century. International comparative approaches

7 Participants are encouraged to take an international and comparative approach to their studies. This is supported by the provision of learning materials provided by the University which provide an explicitly international and comparative perspective Responsive to special interests and needs Through the programme of modules studied, participants are introduced to a wide range of issues, research and theory concerning educational leadership. In their personal study and their research for assignments and dissertation, they then have the opportunity to focus on the special interests and needs of their institution and of their own role within it. Relevance to professional practice All modules involve the investigation of an identified and salient issue relating to raising standards and contributing to overall institutional improvement. Through negotiation with the tutor, participants choose the focus of each of the assignments and the dissertation for which they gain ethical approval in accordance with the University of Leicester code of practice as discussed in the handbook. Consequently, the expectation is that assessed work contributes to both individual professional development and organisational development. 11. Indications of programme quality: The predecessor to this new course, the MBA in Educational Management, has enjoyed the support of its external examiners since its inception. Examiners reports have been consistently positive, and their recommendations are fully discussed and followed up appropriately, with annual reports to the Vice-Chancellor of the action taken. 12. Scheme of Assessment This programme follows the regulations governing taught postgraduate programmes of study. The Action Research Report Portfolio is assessed through presentation of research and submission of an word report-portfolio. The Content modules and the Research module are assessed through the submission of a word assignment for each module. The dissertation is assessed by the submission of a 15,000-20,000 word All assignments and the dissertation are assessed according to a percentage scale which is converted to an A-D grading format. In order to gain a pass in a module or in the dissertation students is required to gain at least a Grade C (50%). The grading format is shown below: 70+ A B C 0-49 D (fail) In order to gain a distinction students are required to gain an A against 90 credits of the programme: this should include the 13. Progression points Awards Participants undertake all parts of the programme to achieve the Masters degree. In order to recognise participant achievement appropriately, awards are offered at four stages:

8 At successful completion of Action Research Report Portfolio (60 credits) At successful completion of 2 content modules (60 credits) At successful completion of 4 content modules (90 credits) plus the Research module (30 credits) At successful completion of 4 content modules (90 credits) plus the Research module (30 credits) plus the dissertation (60 credits) Postgraduate Certificate in Education Leadership (School Business Management) Postgraduate Certificate in Educational Leadership (School Business Management) Postgraduate Diploma in Educational Leadership (School Business Management) MSc in Educational Leadership (School Business Management) In cases where a student has failed to meet a requirement to progress he or she will be required to withdraw from the course and a recommendation will be made to the Board of Examiners for an intermediate award where appropriate. 14. Rules relating to re-sits or re-submissions: Assignments graded at D are eligible for resubmission after amendment based on consultation with the student s personal tutor. Resubmissions which fail to reach the criteria for a C grade receive a final grade of F. Students who receive a final grade of F after resubmission will not be allowed to progress with the course. 15. Additional information [e.g. timetable for admissions] Students will start the programme in October each year. Since March 2011 recruitment was discontinued and is no longer recruiting. Appendix 1: Programme structure (programme regulations) M.Sc./Postgraduate Diploma in Educational Leadership (School Business Management) Period of Registration: Three to five years by distance learning Entry requirements: Candidates will need to have first degree or have achieved a high standard of performance in the Certificate or Diploma in School Business Management and have three or more years of professional experience in schools/ colleges and have a strong recommendation of the principal of the institution where they are employed. Course Aims: As for MSc in Educational Leadership Curriculum: Candidates will undertake four taught modules and a Module Code Module Title Core/Option Credit Rating ED7585 Postgraduate Certificate in Educations (School Business Management) Modules 1 and 2 ED7582 Human Resource Management in Education: A Comparative Perspective C 60 O 30 ED7583 Educational Policy: A Comparative Perspective O 30 ED7579 Educational Leadership and O 30 ED7581 Management Managing Finance and External Relations O 30

9 ED7584 Research C 30 ED7500 Dissertation C* 60 * Compulsory for candidates for the degree of Master of Science. Assessment: (i) The Postgraduate Certificate is assessed through presentation of research and submission of an 8,000-10,000 word report-portfolio. The taught modules are assessed through the submission of a 4,000-5,000 word assignment. Candidates for the degree of Master of Science will submit a dissertation of 15,000-20,000 words on an approved topic. Qualifications Awarded: (i) The Postgraduate Certificate in Education Studies (School Business Management) is awarded to students who successfully complete the 60 credits of that award but do not go on to study for the Master of Science. (ii) Students who accumulate 120 credits and successfully complete the assessment for each of the taught modules will be awarded a Postgraduate Diploma on exit only. (iii) Candidates who accumulate 180 credits, successfully complete the assessment for each module and submit a satisfactory dissertation will be awarded the degree of Master of Science. Note: No candidate may be awarded both the Postgraduate Diploma and the Master's degree. Appendix 2: Module Specifications See module specification database