Programme Specification 1

Transcription

1 Programme Specification 1 1. Programmes: Programme Title UCAS GU Code Code Doctor of Education (EdD) X Attendance Type: Part Time 2.1 SCQF Level: Credits: Awarding Institution: University of Glasgow 4. Teaching Institutions: 5. College: College of Social Sciences 6. School/Institute: Education [REG ] 7. Programme Accredited By: 1 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 full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course can be found in course handbooks and other programme documentation and online at The accuracy of the information in this document is reviewed periodically by the University and may be checked by the Quality Assurance Agency for Higher Education. ProgrammeSpecification2011-V1 Page 1 of 5

2 N/A 8. Entrance Requirements: Please refer to the current graduate prospectus at: ATAS Certificate Requirement: No 9. Programme Aims: The EdD offers a unique combination of flexible study via distance e-learning with study weekends in Glasgow and a very high degree of interactivity as students and staff work together in a community of enquiry supported by technology and, particularly, by our use of the Moodle virtual learning environment. Whilst the distance element of the EdD provides flexibility requiring students to come to Glasgow for only one weekend every six months, the socially constructive learning that characterises this programme ensures participants do not learn in isolation but as members of an engaged, active learning community of likeminded professionals. Throughout the programme a high value is placed on situating study in participants professional contexts and circumstances with students drawing on professional and personal experiences to construct learning that is professionally relevant and intellectually challenging. We ask students to be active in this programme, both online and at the study weekends which offer excellent opportunities to share academic experience and professional practice as participants engage face-to-face with the community they ordinarily work with online. With the EdD aimed primarily at professionals working at all levels and sectors in education, training and development, and in education-related fields, each year group tends to be drawn from a wide variety of backgrounds with individuals located across the world. The varied backgrounds, contexts and locations of EdD students provide us with a rich variety of experiences and circumstances that students and staff value as they work together on the programme. The principal aims of the EdD programme are: to enhance critically reflective approaches to the analysis, evaluation, synthesis and application of relevant theories, principles and concepts affecting educational practices to enhance understandings of the nature of knowledge in relation to professional practice; policy development and practice; educational futures, and research activity to enable practitioners to participate in the analysis, application and generation of educational practice, policy and research that relate to and impact upon their professional contexts. 10. Intended Learning Outcomes of Programme: The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas. Knowledge and Understanding of: the key theories, principles, concepts and debates in: professional practice, policy development and implementation, educational futures, and ethics and epistemology as they pertain to the educational landscape and, in particular, to participants professional contexts the contested relationships between practice, policy and research in education research and scholarship in education and its application to and impact on professional practice and policy a range of research approaches and activities and their potential application to particular issues in education and professional practice the generation of personal enquiry/research designed to effect greater understanding and/or change. Skills and Other Attributes: critical understanding, interrogation and application of current orthodoxies of practice, policy and research ProgrammeSpecification2011-V1 Page 2 of 5

3 a contribution to the generation and/or extension of knowledge in relation to educational policy, practice and research relevant to participants professional locations the skills to engage and communicate at the standard of published work and public debate in participants respective fields including with peers within and across related fields the skills to critically evaluate philosophical/conceptual and empirical (qualitative and quantitative) work, including that which is self-generated, in education generally and in specific professional arenas as appropriate the autonomy to take responsibility for study at this level, including the capacity to work in reflective self-critical ways the skills to work in and contribute positively to an online learning community the skills to understand and deal with complex ethical and professional issues relevant to practice, policy and research. 11. Assessment Methods: A central feature in the design and delivery of this programme is the construction and maintenance of an online learning community appropriate to the needs and contexts of adult, professional learners studying part-time and at a distance from the institution and from each other. Formative assessment is therefore conducted largely online, in the e-learning spaces of courses, with participants engaging in peer review and support that takes the form of tutor and participant-led discussions and information sharing. Extensive formative feedback, designed to support learning and progression, is provided by both staff and participants on discussion postings, in response to issues raised, and on core learning activities, including drafts of work for summative assessment. Courses use milestone activities, occurring approximately every three weeks through each course, to ensure students can work to regular targets in order to maintain a sense of progress and in support of their learning on the course. Each taught course is summatively assessed by a written assignment equivalent to 5000 words in which participants demonstrate their knowledge, understanding, skills and application of the course. Each summative assessment activity is designed to afford participants a degree of flexibility in order that their work can be tailored to individual professional needs and contexts. Each taught course is summatively assessed by a written assignment equivalent to 5000 words in which participants demonstrate their knowledge, understanding, skills and application of the course. Each summative assessment activity is designed to afford participants a degree of flexibility in order that their work can be tailored to individual professional needs and contexts. Two courses in the EdD (Critical Reflection in Professional Learning and Practice and Educational Policy, usually taken in year one of the programme) are assessed at M (Masters) level. These two courses are assessed following the University's assessment Schedule A (see Following Schedule A, grades A to D are Pass grades and in order to ensure flexibility for candidates to progress from M to D (doctoral) level, and following the University regulations on progression for Masters level students (see the University Calendar at GR17 and candidates will be permitted to progress to the D (doctoral) level taught courses of the EdD only if they have obtained a Grade C for each of the two taught Masters level courses. The EdD dissertation is assessed following the pattern of the PhD, with an external and internal examiner (two external examiners for staff candidates). The internal examiner, usually a member of staff from the Faculty of Education, will not have been closely involved with the student's work on the Dissertation. 12. Learning and Teaching Approaches: This is a distance e-learning programme delivered via Moodle, the University s chosen VLE. The programme is supported by an approach to learning and teaching that emphasises the construction and maintenance of an online learning community that is both challenging and supportive. Every effort is made to provide participants with access to e-resources with digitised readings and extensive use is made of electronic resources including e-books. Participants are offered both flexibility and supportive scaffolding via a series of formative learning activities structured around four or five milestone targets for each twenty week taught course. Learning support takes the form of group and individual communications facilitated by the VLE features such as the Discussion Fora and supplemented by the appropriate use of , telephone, and face-to-face meetings if appropriate. Increasingly staff and participants are using synchronous communications, often SKYPE, for additional interaction and the programme deploys conference calling and video-cam use for such synchronous communication. All programme participants are automatically enrolled ProgrammeSpecification2011-V1 Page 3 of 5

4 in the EdD Common Room in which there is advice on the use of Moodle, Academic Literacy and University and external learning support resources appropriate to this level of study. Three weeks prior to commencing the first EdD course, students participate in an induction programme set within the space and context of first course. That programme ensures all feel competent and confident in using the Moodle learning environment prior to commencing their formal studies. Each taught course in years one to three has an integral face-to-face weekend study school that is, ordinarily, compulsory and that focuses on providing support and interaction around the sharing of academic experience and professional practice relevant to the respective courses. As appropriate, weekend study schools are replaced or supplemented by day schools (especially during the dissertation years) although these are less likely to be offered when groups comprise international students. In cases when student cohorts are in years four and five of the programme, the dissertation phase, each participant works individually with a designated supervisor whilst retaining membership of a learning community via an online Moodle space designed to facilitate progress sharing, issue raising and continuing supportive group interaction. During the dissertation phase students and supervisors submit annual progress reports and progress is informally but regularly monitored by the Programme Director. Participants are normally expected to be online at least once a week, to contribute to discussions and other course activities and to complete all Milestone activities. 13. Relevant QAA Subject Benchmark Statements and Other External or Internal Reference Points: The EdD programme is subject to University Quality Enhancement, scrutiny and regulatory processes and procedures. Feedback on and ongoing enhancement to the EdD is facilitated by formal online surveys, the collection of more informal student feedback (during Weekends and in personal communications with the EdD Director and Course Tutors) and by an online EdD Review Group space in which that all students are automatically enrolled. All EdD participants follow ethical approval procedures and policies for all research they conduct on the programme. 14. Programme Structure and Features: The EdD is offered through a five year part-time, distance programme of study. Flexible, supported e- learning is combined with attendance at intensive residential study weekends in Glasgow. The EdD currently comprises the equivalent of 540 credits (80 at M level, 460 at D level). There are 6 taught courses usually studied over a three year period (two courses each year) followed by a dissertation phase lasting, ordinarily, between two and three years. The EdD programme is structured as follows: the first 2 of the 6 taught courses are assessed at SHE M level and these each comprise 40 credits at SCQF level 11, providing 80 M level credits in total the remaining 4 taught courses are assessed at SHE D level and these each comprise 40 credits at SCQF level 12, providing 160 D level credits in total the Dissertation phase of the EdD comprises the equivalent of 300 SHE D level (SCQF level 12) credits Each of the six taught courses is designed around core materials and activities with participants contributing experiences and expertise from their own professional and personal contexts. Assignments for each course reflect participants' individual interests and professional concerns within the core areas of each course. Years 1 and 2 of the EdD normally comprise four taught courses each running over 20 teaching weeks and each with one weekend in Glasgow. These courses are, currently: Critical Reflection in Professional Learning and Practice Educational Policy Educational Futures Epistemology, Ethics and Research ProgrammeSpecification2011-V1 Page 4 of 5

5 Year 3 normally comprises two taught courses, each with a weekend study school, focussed on preparation for the dissertation phase of the EdD. The first course concentrates on research perspectives and methods and, in particular, the choices and challenges confronting participants as they select a topic, approach and method for their dissertation enquiry. The second course extends that work focussing on a trial study selected by participants to enable them to finalise decisions on their dissertation topics and methods. These courses are: Open Studies One: Advancing Research Methods - Choices and Challenges Open Studies Two: Applying Research Methods Years 4 and 5 consist of work towards the submission of a research project of 50,000 to 60,000 words. 15. Additional Relevant Information: EdD students are consulted and updated on all relevant University policies and initiatives including, for example, PDP and the use of Mahara, the e-portfolio for which they are provided with an online support forum staffed by EdD tutors. Issues of equality and diversity are built in to every EdD course and all EdD online resources are checked for compliance with current disability and accessibility and copyright legislation and good practice guidance. In addition to membership of the EdD Review Group all participants are invited to consult with the EdD Director and/or members of the EdD teaching teams if they wish to discuss any issues of concern including progression, deferral and feedback. Support for students is provided by the Postgraduate/Undergraduate Adviser(s) of Studies supported by University resources such as the Effective Learning Adviser located in the Student Learning Service ( the Student Counselling and Advisory Service ( the Student Disability Service ( and the Careers Service ( 16. Academic Session: Date of production/revision: 11/01/2012 ProgrammeSpecification2011-V1 Page 5 of 5