Master s Degree Programme in Vocational Pedagogy

Transcription

1 Programme description for Master s Degree Programme in Vocational Pedagogy 120 ECTS credits Approved by The Board of Akershus University College 17 th June 2003 latest adjustments were made 31th March 2011 Faculty of Education and International Studies Department of Vocational Teacher Education

2 Content 1. Introduction Background for the Study program Vocational Pedagogy Objectives of the study programme Prospective students and admission requirements Organisation Learning outcome Internationalisation Academic content Core subjects as a continual and progressive part in each course The Master s Thesis Teaching and working methods Assessment Coursework requirements Assessment of learning outcomes The Diploma Quality assurance Course descriptions MAYP4100 Individual and Group Perspectives on Vocational Pedagogical Work MAYP4200 Organisational Perspective on Vocational Pedagogical Work MAYP4210 Specialisation in MAYP4210 Specialisation in Work-based Learning MAYP4300 Social Perspective on Vocational Pedagogical Work MAYP5900 Master s Thesis Appendix 1 Guidelines for the study/research work Appendix 2 Assessment criteria Appendix 3 Courses available for exchange - work that allows for an exemption

3 1. Introduction 1.1 Background for the Study program Educating teachers in the fields of technical vocation started at the Norwegian Government Teacher Training Institute (Statens Yrkeslærerskole) in To cover the societies need for higher education, the Institute in 1978, developed a subject on a second degree level in Vocational Educational Research and Development to educate teachers in the technical and vocational sector. The aim was to educate Vocational teachers to work with research based pedagogical development work as well as management in schools and working life. In 1994 the Institute became a part of Akershus University College. The subject on second degree level was in 2003 changed to Master in Vocational Pedagogy. 1.2 Vocational Pedagogy Vocational Pedagogy* is anchored in skilled and professional work tasks, and in the processes in working life and production. Most tasks take place in settings demanding communicativeand cooperative competences. Therefore cooperation and communication are very important in the field of Vocational pedagogy. The role of the Vocational pedagogue is to contribute to the visualisation, verbalisation, documentation, systematisation, reflection, and discussion of work tasks and processes in working life, and the further development of competence in work and production. Managing and structuring learning and deal with diversity is essential in this work. The vocational pedagogue must be able to prepare for maintaining and further developing competence and contribute to create new competence. Implementation of values such as equality, democracy, individual experiences of coping and mastery are important in this work. * In some countries the term Vocational Pedagogy will be more likely to be used, while in others Technical Vocational Education is the commonly used term. We have suggested to change the name of the study programme to the term Technical Vocational Pedagogy. Close contact with the daily life in Vocational schools and in working life is essential. The initiation and implementation of processes of development have long lasting traditions in Vocational pedagogy. Changes in schools and business organisations often create tensions. Research in the field of social life, culture and cultural values in different sectors is part of the vocational pedagogical field of knowledge. Multicultural understanding and social knowledge is part of this. Vocational pedagogy includes the common subjects importance for the development of a general vocational competence. Interdisciplinary perspectives are significant. Vocational culture and generally educative cultural dimensions are also included. Vocational pedagogy is closely connected to own local society and must relate to the national and international challenges in vocational and pedagogical competencies. The practitioner in Vocational pedagogy on a master s level is expected to be knowledgeable in theories of science and research methodology. The student is expected to learn how to develop, document, systematise, reflect over and discuss their work with reference to critical, hermeneutical and phenomenological theories of science and practical research methodology. There must be room for a diversity of research methodology. The research methodology is inspired by quantitative, qualitative and action/process oriented strategies of data collection or by a mixture of these. Vocational pedagogy has both learning for- and in crafts, trades and professions as a particular field of interest. The connection between learning and work is 3

4 essential for the development of knowledge in technological, social, human, ideological and political forces and interests that contribute to changes in working life and education both locally, nationally and globally. 1.3 Objectives of the study programme The Master s Programme in Vocational Pedagogy aims at giving the students the opportunity to qualify for developing relevant research-based competence in pedagogy and didactics of importance to Vocational education and teaching in working life. The study programme is intended to help developing competence for development-oriented research, and for organising and managing vocationally oriented learning. The competence obtained in this study programme should be relevant for: Teaching in and managing of technical and vocational education Managing, teaching and facilitating learning processes in businesses Systematic work with professional learning Research with a focus on improving and developing learning methods Managing research and development projects in the educational system and working life in general. 2. Prospective students and admission requirements The target group is persons working with technical and vocationally oriented teaching in schools and working life Teachers, facilitators, school managers and others responsible for Vocational education and development Training managers, facilitators, instructors, education counsellor, managers and others with responsibility for or interest in vocational teaching, and competence development in a lifelong learning perspective, quality management and quality assurance in businesses and industries. Four different professional/vocational backgrounds could be relevant for admission to the study programme: Vocational Teacher Education, Bachelor level Vocational teacher with the following background: craft certificate + 4 years practice in the craft/trade + 2 years of Vocational theoretical education in the craft/trade +1 year Postgraduate Certificate in Education. In addition, the applicant must have a 20 ECTS credits specialisation in pedagogy, i.e. 80 ECTS credits in vocational pedagogy or equivalent 3 years of other technical, vocational or professional bachelor s degree or similar professional education at the same level. Included or in addition 60 ECTS credits basic + 20 ECTS specialisation in vocational pedagogy or equivalent. Documentation of recognised equivalence for students over 25 either to evaluate education or experience equivalent to a bachelor s level and/or the requirement for 80 ECTS credits in Vocational pedagogy. The competence to be assessed is shorter or longer education on different levels, documented experience with teaching and/or practice in businesses working life. 4

5 3. Organisation The study programme is usually organised as a 4- year part-time programme. It can also be offered as a 2-year full time study programme for instance for international exchange students with English as language of instruction. In such cases, a separate agreement on the requirements for the progression of study and an individual education plan are made with the university college. The part-time study programme is organised with workshops at HiOA. Participation in the workshops is mandatory. In between the workshops the students work on research and development (R&D) projects. The university college offers supervision during this work. Each year group is organised as a unity with one faculty-staff coordinator for the academic activity for the year group. The different year groups are divided into learning groups of 5 7 participants with a faculty staff member as the facilitator. The study programme is web supported and requires the students to have adequate access to and be active users of ICT. It is mandatory for the students to be able to receive information on the Internet and to use the electronical tools employed by the university college. The university college shall make sure that the students have good sources for information on the Internet. The study programme consists of compulsory courses of 60 ECTS credits in total and the master s thesis of 60 ECTS credits Year (*) 1 (1) 2 (1) 3 og 4 (2) Semester (*) 1 2 (1) 3 4 (2) 6 8 (3 &4) (*) = full time Study work, description and extent MAYP4100, 15 ECTS Individual and Group Perspective on Vocational Pedagogical Work. MAYP4200, 15 ECTS Organisational Perspective on Vocational Pedagogical Work This course may be exchanged with an equivalent course form another institution MAYP4210, 15 ECTS Specialisation (Primarily for international students) MAYP4300, 30 ECTS Social Perspective on Vocational Pedagogical Work This course may be exchanged with an equivalent course form another institution MAYP5900, 60 ECTS Master s Thesis 4. Learning outcome After completing the study programme, the students will have acquired competence in vocational pedagogy, vocational didactics, research methodology and theories of science to be able to reflect and analyse, and be critical and innovative to vocational pedagogical R&D work. After completing the study programme, the students will 5

6 be able to identify vocational pedagogical and vocational didactical challenges, problems and measures, and be able to work research-based, systematically and with investigation and development as a leading perspective be able to have a leading role in Vocational pedagogical R&D work be able to promote learning and understanding of technological, social, human, ideological and political forces and interests that contribute to structural changes in education and working life, locally, nationally and globally. have acquired competence for further research education. 5. Internationalisation The second semester is designed to allow student exchange from institutions abroad. The following courses are offered for incoming exchange students: MAYP 4210 Specialisation, 15 ECTS credits UMET 9000 Research Methods and Design, 20 ECTS credits Norwegian students who want to go abroad for exchange can take the second semester at one of our partner institutions abroad. On a special agreement with an approved institution, students can also go abroad during the 3 rd and 4 th semester. Students that have their exchange period approved must attend a mandatory preparation course. 6. Academic content The professional content of this study programme is pedagogy characterised by close relation to practical work, Vocational theory and experiential based working and learning methods. The content of the study programme is anchored on the basis of the individual participating students` experiences from school and working life, and developed with reference to existing research-based knowledge, understanding and competence in the field. The knowledge development is if possible anchored in each student s workplace and work experience, and in working life in general. The students should use their professional experience as a reference in developing new knowledge. The content of the study programme is structured around important functions, work tasks and challenges in a Vocational pedagogical learning process and in connection with practical R&D work. One of the core areas in the study programme is vocational didactics. In vocational didactics the choice and use of theory, learning and working methods, activities and assessment methods in learning and teaching are integrated as a whole as embedded in the professional activities. Vocational didactics also includes facilitating learning in working life through vocational education, adult education, distance education, lifelong learning or through professional study programmes. Other core subjects in this study programme are theories of social science and research methodology and -strategies. Each course emphasises working with vocational researchand/or development projects, reflecting over own practice and that of others, as well as systemic demands and limitations for vocational activity on different levels. A central theme in these main subjects is reflection over essential vocational pedagogical challenges and problems and how these challenges can be approached through different forms of educational R&D work. A critical mindset in reading, using and referring to the research of others is imperative. 6

7 In each course the student, alone or as a participant in a group, will carry out and document an independent research-based project. The subject content of the study programme will be adjusted according to the student's projects and the formal demands that the projects have to meet on different levels. This will secure the progression and the quality of the study programme. 6.1 Core subjects as a continual and progressive part in each course Two core subjects are mandatory as part of the study programme 1. Vocational pedagogical work and knowledge development which deals with pedagogical questions and research perspectives related to Vocational education, technical and vocational didactics and pedagogical working methods, and learning in a historical social perspective, an organisational perspective and a group- and individual perspective. 2. Theory of science, and research methodology which deals with theories of science, different research strategies and activities, research planning, research designs, different methodology for generating data/information and systematic data treatment, analysis and reflection. The two core subjects will be integrated in the courses, teaching and supervision and also as a frame of reference as part of the students` chosen R&D projects throughout the study programme. The projects will provide the students with opportunities to work practically and specifically on different research strategies and different methods of information collection and at the same time discuss relations between different theories of science as a perspective in own R&D work. To understand social and educational research in a holistic way is important. At the same time the students should be aware of, and discuss different traditions and strategies as alternatives to own choices. 6.2 The Master s Thesis In the course MAYP 5900 the students will undertake a R &D work as a basis for their master s thesis. The master s thesis equals 60 ECTS credits and can be written individually or in a group of 2-3students. The master s thesis is expected to be an independent scientific work. If a group of students are working with the same project, or are writing the thesis documenting a group work, it is imperative that each student s independent contribution to that work is made visible. The master s thesis is to be developed and evaluated in accordance with current academic and formal rules and regulations. It is possible to start working with the project leading to the master `s thesis in one of the prior courses if the student for instance is taking part in one of the ongoing R&D projects at the university college. In such cases, the student must make an individually adjusted plan with the university college to show the progression of study in order to secure that he or she is following the whole programme. The master s thesis can not be accepted as completed until the student has completed the whole study programme. The theme of the master s thesis should focus on research based development work and/or research in situations and challenges in schools and working life. The study work can be based on the students own experiences from his/her workplace and local development projects. The master s thesis may also be connected to national or international R&D projects at the university college or other relevant national or international projects. A possible 7

8 alternative could also be theoretical discussions and reflections on vocational pedagogical and didactical themes in a historical and/or critical and innovative perspective. The students are expected to give reasons for, to critically reflect over and discuss their chosen research approach and methodology, R&D designs and research process on the basis of the chosen problem area and in relation to relevant action research strategy and theoretical references. The students should develop relevant tools for collecting information, for the systematisation, analyses and critical evaluation of information of results and findings. The students are expected to document systematic and valid work in processing and presentation of their findings, their relevance, trustworthiness and generality. The findings should be discussed and presented in an understandable way, focusing on developing new vocational knowledge. 7. Teaching and working methods The working methods in the programme are characterised by task- and process-orientation, project and development work, participant involvement and experiential learning. The students' vocational background represents a basic input value. With its proximity to practice and vocational didactics the students' own practice and disciplines are key arenas for R&D. The work procedures alternate between lectures, group work and dialogue, individual and cooperative work with subjects and research literature. Mutual exchange of experience and facilitation, reflection on experience, observation, simulation through role play and observation, as well as writing logs and working on text drafts are all important elements. For the students both to gain common experience for learning and expected learning outcomes, active participation in learning groups is required. This involves becoming familiar with other students work and to give and receive facilitation, and to write and share logs describing their learning experiences. The logs form the basis for a self-reflection paper which is an obligatory requirement for each semester. Spiral Principle The academic teaching is based on a spiral principle which implies that themes introduced in the beginning, are elaborated on throughout the programme so that progress is ensured. This implies that students acquire concepts and frameworks to understand and use the principles in R&D, and thus constantly develop their skills according to the increasing demands for implementation and documentation of R&D work during the study programme. Even though the emphasis of themes is dealt with in certain courses, the teaching and learning methods requires that the students have acquired the basic vocational pedagogical themes during each academic year. Experiential learning The study programme will be organised so that students' experiences from school and work life forms important basis for the learning processes. Experiences gained through R&D, are brought into discussions and in the work processes. The individual's experience is considered a resource in the learning community. 8

9 Participation in the development of the study programme Participation and influence from students is an important principle in the master s programme. Students will participate in the further development of the programme through open and democratic processes. The students are invited to a continuous assessment of the programme through participation in planning of learning activities, and systematic exchange of experiences with teachers and fellow students. Work in learning groups The content from seminars and lectures are discussed in the learning groups, and related to students' own projects. Students complete a research and /or development project in each course. The projects can build on each other, but each project must be a completed work. The facilitator in cooperation with the group provides for the group to develop and work efficiently. The facilitator and students work consciously with learning and facilitation, and experience how a learning group can be built up and contribute positively to personal and others` learning. Students will use experiences from learning groups as a basis for assessing their own learning process, alone and together with others. These experiences and evaluations are to be used in order to develop strategies for learning and development for individuals and groups. In the learning groups students will share experiences, give and receive facilitation by presenting own projects, and to give critical and constructive feedback on other's R&D projects. Students must familiarise themselves with fellow students projects and with relevant professional and educational research literature. 8. Assessment Examinations are regulated by Act relating to Universities and University Colleges, and Regulations relating to Studies and Examinations at Oslo and Akershus University College of Applied Sciences. The master s programme has a continuous assessment and assessment is an integral part of the learning process. The students work with exercises in each course, participation in the learning groups and seminars, and self-reflection papers are assessed in relation to the learning outcomes of the study programme. Seen together this will document the work and ensure that the students have reached the objectives of the study programme. 8.1 Coursework requirements The study programme requires 80% attendance in seminars and learning groups. Coursework requirements are defined in each course description. Coursework requirements must be approved before the student can take the examination and get a final assessment of the course. 8.2 Assessment of learning outcomes The students work with the coursework requirements and their own R&D projects in each course, participation in learning groups and seminars and self-reflection papers are assessed in relation to the learning outcomes as formulated for the different courses and for the study programme as a whole. Together this will document that the students after completing the study programme have reached the objectives of the study programme. 9

10 Criteria for assessment of the students research work are available as an appendix to the programme description. The criteria may be revised in collaboration between teachers and students, as long as they maintain the programme description s objectives, content, learning outcomes and working methods. 8.3 Diploma The final assessment for all courses and the master s thesis are included on the diploma for the Master s programme in Vocational Pedagogy. The title of master's thesis will also appear on the diploma. The progress of study must be followed as stated in the table below. All previous courses must be passed in order to present oneself to the final exam in MAYP5900. If student exchange or attending the university college's R&D projects involves a different order of progression, an agreement must be made between the student and the university college in each individual case. 10

11 Course code Course title ECTS credits From of examination MAYP4100 Individual and 15 Project Group Perspective examination, on individually or Vocational in Pedagogical Work group of 2 to 3 students MAYP4200 or MAYP4210 (Primarily for incoming exchange students) MAYP4300 Organisational Perspective on Vocational Pedagogical Work Specialisation Social Perspective on Vocational Pedagogical Work 15 Project examination, individually or in group of 2 to 3 students 30 Project examination, individually or in group of 2 to 3 students MAYP5900 Master s Thesis 60 Master s thesis, individually or in group of 2 to 3 students, and an oral individual examination Assessment/Grades Pass/Fail Pass/Fail Graded scale A - F Graded scale A - F Graded scale A F The oral examination can adjust the grade 11

12 9. Quality assurance The study programme follows the quality assurance system at Oslo and Akershus University College of Applied Sciences which has the following functions: ensure high quality education to create a positive study and learning environment for the students to ensure that students complete their studies with good results and within the nominal length of the study The university college educates professionals who in their studies have acquired skills, knowledge and attitudes which are important for their personal development and at the same time are relevant for the society and the professional area of which they will be a part. The quality assurance system must fulfil the following functions: ensure a continuous quality improvement of the education the university college offers ensure that students will achieve the qualifications that are needed in the labour market for competent practitioners ensure that demands and expectations from higher authorities are met.. The quality of study is assured through the following measures: The programme coordinator, year group coordinators and student representatives from each year group meet regularly to discuss and consider various aspects of the programme The year group coordinator and student representatives meet at the "class hour" with all students in the year group, to get feedback from students Between each workshop the year group coordinator and the facilitators involved meet and summarise experiences from the workshop as the basis for the preparing for the next workshop The programme coordinator is responsible for the development of the study programme, facilitating meetings with discussions of experiences and critical reflection. 12

13 Course descriptions Course title MAYP4100 Individual and Group Perspectives on Vocational Pedagogical Work Level Master ECTS credits 15 Semester First Language of instruction For ordinarily, part time students; Norwegian Full time English version: English Course coordinator Overlap Overlapping with the course MAY1P 001 Project 1 Required prerequisite knowledge Admission to the study programme Learning outcomes On completion of the course the students will be able to: describe their own professional educational practice as a starting point for their own competence development have knowledge of and be able to facilitate learning, teaching and skills development have knowledge of general characteristics and requirements for research-based change and development projects be able to apply requirements for content and structure in their own work and reports Course content Introduction to Vocational research and developmental work Experiential learning with a focus on groups and individuals Co-learning and how it can be evolved Work processes and work tasks in various occupations as a basis for the preparation of curriculum for individuals and for groups Research design and methodological approach in research, problem formulation, use of data collection tools and systematic treatment of the collected information Introduction to various scientific and ethical ways of thinking in education and social research Teaching and working methods The programme alternates between lectures, dialogue, processing of theory and practice individually and in groups. Writing experiences and sharing logs which summaries and reflects on own learning. Students should participate actively in their learning group and present their work, familiarise themselves with fellow students` work, and give and receive 13

14 feedback on written material. The students should experience different strategies and methods in R&D and understand theoretical justifications for professional educational practice. Practical training The programme is oriented towards experiential learning and development in real life. However this practice is not supervised. Students are expected to try out new knowledge and relate their projects to real practice situations. Coursework requirements The students must: participate in the programme s seminars and learning groups (80% attendance required) present project work for the learning group participate in their learning group by giving and receiving feedback a reflection paper concerning own learning is to be handed in individually in connection with completion of the course Form of examination: Project examination, individually or in groups of 2-3 students. Assessment/Grades Pass / Fail Examination support materials All support materials are permitted. Sources must be identified. Examiners Internal Course readings Link to library web site: Kjeller&fag=Yrkespedagogikk&tagid=110 (in Norwegian only) 14

15 Course title MAYP4200 Organisational Perspective on Vocational Pedagogical Work Level Master ECTS credits, 15 Semester Second Language of instruction For ordinarily, part time students; Norwegian Full time English version: English Course coordinator Overlap Overlapping with the course MAY1P 0021 Project 2 Required prerequisite knowledge Admission to the study programme Learning outcomes On completion of the course the students will be able to: identify vocational pedagogical challenges and issues in learning organisations working life and society and be able to apply this in research-based development work apply data collection and data processing strategies using qualitative and quantitative data as well as process documentation and evaluation have knowledge of learning organisations and management of learning, R&D in such organisations facilitate the vocational pedagogical R&D work contribute with feedback in vocational education and R&D in their own learning group Course content Organisational conditions and facilitation for learning and development Learning organisations and lasting development processes Democratic processes and participation, power and interests Different scientific traditions in professional educational work Different research traditions, ways of thinking and ethical considerations and consequences of these for preparation of research plan and design Teaching and working methods The programme alternates between lectures, dialogue, processing of theory and practice individually and in groups. Writing experiences and sharing logs which summaries and reflects on own learning. Students should participate actively in their learning group and present their work, familiarise themselves with fellow students` work, and give and receive feedback on written material. The students should experience different strategies and methods in R&D and understand theoretical justifications for professional educational practice. Practical training The course is oriented towards experiential learning and development in real life. However this practice is not supervised. Students are expected to try out new knowledge and relate their projects to real practice situations. 15

16 Coursework requirements The students must: participate in the programme s seminars and learning groups (80% attendance required) present project work for the learning group participate in group learning by giving and receiving feedback a reflection paper concerning own learning is to be handed in individually in connection with completion of the course From of examination Project examination, individually or in groups of 2-3 students. Assessment/Grades Pass / Fail Examination support materials All support materials are permitted. Sources must be identified. Examiners Internal Course readings Link to library web site: Kjeller&fag=Yrkespedagogikk&tagid=110 (in Norwegian only) 16

17 Course title MAYP4210 Specialisation in * Level Master ECTS credits 15 Semester Second Language of instruction For ordinarily, part time students; Norwegian Full time English version: English Course coordinator Required prerequisite knowledge Admitted as an incoming exchange student or student at the master s programme Learning outcomes Learning outcomes set for each selected topic of specialisation. Course content Recent subjects of specialisation may include: Vocational education and curriculum development Education, history, culture in a societal perspective with a focus on vocational pedagogy Basic skills in vocational education Vocational orientation of general subjects Counselling and coaching, career counselling social, educational counselling Special needs learning / Special Needs Education Work-based learning, leadership and organisation development Facilitation of learning through the use of ICT / digital tools Health information including health education Vocational pedagogy in a multicultural perspective The university college s ongoing R&D projects Professional ethics International perspective on vocational pedagogy Work-based learning Teaching and working methods Teaching and working methods are set for each selected theme of specialisation Coursework requirements The students must: participate in the programme s seminars and learning groups (80% attendance required) present project work for the learning group participate in group learning by giving and receiving feedback a self-reflection paper is to be handed in individually in connection with completion of the course Form of examination Project examination, individually or in groups of 2-3 students. 17

18 Assessment/Grads A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade. Examination support materials All support materials are permitted. Sources must be identified. Examiners Internal Course readings Of the student s own choice 18

19 Course title MAYP4210 Specialisation in Work-based Learning * Level Master ECTS credits 15 Semester One semester or in special cases distributed over several semesters Language of English and/or Norwegian instruction Course coordinator Required prerequisite knowledge Admitted as incoming exchange student or student at the Master s degree programme Learning outcomes On completion of the course the students will be able to: describe and analyse a manufacturing or service process so that the tasks in every part of the process can be used as the basis for the description of the competence needed to perform the tasks. develop strategic competence plans based on the company's development of products and services, technology, and organisation of the manufacturing or service process develop learning strategies and learning plans for individuals and groups so that the daily work tasks also are learning tasks. show the link between competence development, participation in the development of their own workplace and participation in the democratic possesses at the workplace. explain how organisations can facilitate cooperation with upper secondary schools, university colleges and universities for learning and development. apply relevant research strategies and methods in the development and documentation of the task they choose. Course Content Description and analysis of the manufacturing process in the chain of production as a basis for describing qualifications Methods for mapping and analysing qualifications Organisation of learning and development work in organisations Development of training plans on operative, tactical and strategic level Acts and agreements that regulates development of the workplace and the workers` qualifications Competence development as a basis for democracy at the workplace Vocational training with emphasis on cooperation between school and working life Cooperation between businesses and higher education Different research strategies, methods for generating data, analysis and discussion of data in relation to students' choice of R&D projects 19

20 Teaching and working methods Alternation between lectures, dialogue, processing of theory and practice, individually and in groups. The students should conduct practical learning exercises, preferably in collaboration with an organisation. This can be done individually or in groups. Students will participate in at least one visit to a public or private organisation to learn how the organisation practise their learning and development Coursework requirements The students must: participate in the programme s seminars and learning groups (80% attendance required) present project work for the learning group participate in group learning by giving and receiving feedback a reflection paper concerning own learning is to be handed in individually in connection with completion of the course Form of examination Project examination, individually or in groups of 2-3 students. Assessment/Grades A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade. Examination support materials All support materials are permitted. Sources must be identified. Examiners Two internal Course readings Billett, S. (2001). Learning in the workplace: strategies for effective practice. Crows Nest, Australia: Allen & Unwin. Eikeland, O., & Berg, A. M. (Eds.). (2008). Action research and organisation theory. Frankfurt am Main: Peter Lang. Hartviksen, M. (2008). Samarbeid og konflikt: to sider av samme sak : SØT-modellen. Bergen: Fagbokforl. Høie, M. (2005). Aksjonsforsking. In H. K. Howe Alec, Kvernmo Gerd, Knutsen, Ingrid Ruud (Ed.), Studenten som forsker (Vol. 4/2005, pp. 12). Oslo: Skriftserinen, høyskolen i Oslo. Innbjør, H., & Kleiveland, J. (2007). Operativt lederskap. Bergen: Fagbokforl. Kolb, D. A. (2000). Den erfaringsbaserede læreproces. In K. Illeris (Ed.), Tekster om læring (pp. s ). Frederiksberg: Roskilde Universitetsforlag. Lai, L. (2004). Strategisk kompetansestyring. Bergen: Fagbokforl. Levin, M., & Klev, R. (2002). Forandring som praksis: læring og utvikling i organisasjoner. Bergen: Fagbokforl. Senge, P. M. (1999). Den femte disiplin: kunsten å utvikle den lærende organisasjon. Oslo: Egmont Hjemmets bokforl. Thorsrud, E., & Emery, F. E. (1970). Mot en ny bedriftsorganisasjon: eksperimenter i industrielt demokrati. Oslo: Tanum. Whitehead, J., & McNiff, J. (2006). Action research living theory. London: SAGE. 20

21 Course title MAYP4300 Social Perspective on Vocational Pedagogical Work Level Master ECTS credits, 30 Semester Third and fourth semester (Second semester, full time) Language of instruction For ordinarily, part time students; Norwegian Full time English version: English Course coordinator Overlap Overlapping with the course MAYP1P 003 Project 3 Required prerequisite knowlege Admission to the study programme Learning outcomes On completion of the course the students will be able to: identify vocational pedagogical challenges and issues in schools, working life and society and be able to apply this knowledge in research-based development work apply relevant methods and research approaches in vocational pedagogical R&D, and show understanding of theoretical and methodological basis through various research approaches plan, organise, implement, evaluate, document and disseminate vocational pedagogical research in the processes of change from the basic research methodological requirements lead and communicate about vocational pedagogical learning, development and change processes determine and relate critically to various sources of information understand ethical considerations in R&D supervise others in the choice of research approach and innovation in vocational pedagogical innovation processes Course content Perspectives and understanding of vocational pedagogy as a learning tradition in relation to change and development of different areas, such as in working life, technology, education system, culture and society, nationally and international The potential importance of vocational pedagogy in efforts to safeguard and further develop occupations and professions in line with developments in society, particularly the development of technology and infrastructure in a global perspective Awareness and participation in vocational pedagogical networks nationally and internationally Research methodology, theory of science and ethics relevant to the various R&D projects Vocational pedagogy and vocational didactics in a multicultural perspective 21

22 Leadership and innovation in research-based development work Teaching and working methods The programme alternates between lectures, dialogue, processing of theory and practice individually and in groups. Writing experiences and sharing logs which summaries and reflects on own learning. Students should participate actively in their learning group and present their work, familiarise themselves with fellow students` work, and give and receive feedback on written material. The students should experience different strategies and methods in research and development and understand theoretical justifications for professional educational practice.. Practical training The course is oriented towards experiential learning and development in real life. However this practice is not supervised. Students are expected to try out new knowledge and relate their projects to real practice situations. Coursework requirements The students must: participate in the programme s seminars and learning groups (80% attendance required) present project work for the learning group participate in group learning by giving and receiving feedback a reflection paper concerning own learning is to be handed in individually in connection with completion of the course Form of examination Project examination, individually or in groups of 2-3 students. Assessment/Grades A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade. Examination support materials All support materials are permitted. Sources must be identified. Examiners Two examiners, both internal or one internal and one external Course readings Link to library web site: Kjeller&fag=Yrkespedagogikk&tagid=110 22

23 Course title MAYP5900 Master s Thesis Level Master ECTS credits, 60 Semester Fifth, sixth, seventh and eighth (Third and Fourth semester full time) Language of For ordinarily, part time students; Norwegian instruction Full time English version: English Course coordinator Required prerequisite knowledge Completed and passed MAYP4100, MAYP4200/10 and MAYP4300 or equivalent before the examination in MAYP5900 can be taken Learning outcomes On completion of the course the students will be able to: have the skills to work independently with and critically evaluate vocational pedagogical R&D work in a cultural, social and ethical perspective evaluate the vocational pedagogical R&D work in relation to the social mandate of the vocational educator, and in relation to society, working life, groups` and individuals` need for knowledge of the vocational pedagogical field analyse and relate critically to professional, vocational and research ethical issues collect and analyse and relate critically to different information sources use appropriate methods for R&D work in an independent manner contribute to innovation and develop new vocational pedagogical knowledge (theory, thinking, models) and practice, as well as implement this in their work contexts lead and communicate innovation processes /vocational pedagogical learning-, development- and change processes, and work together to develop and document new strategies for organisational learning and learning at the individual level contribute in supervise others in vocational pedagogical R&D work Course content The content of this course is related mainly to the students` selected specialisation and work with the master's thesis. Social science research Action research Theoretical issues of science and ethics Research traditions, research design, research issues and methodological approaches Formulating a thesis Current research issues corresponding to the chosen specialisation Teaching and working methods Mainly individual work with the thesis. Supervised learning groups and individual guidance, combined with lectures, writing seminars and literature studies. Practical training The course is oriented towards experiential learning and development in real life. However this practice is not supervised. Students are expected to try out new knowledge and relate their projects to real practice situations. 23

24 Coursework requirements The students must: participate in the seminars (80% attendance required) share experiences, give and receive feedback in learning groups receive individual supervision participate in writing seminars a reflection paper concerning own learning is to be handed in individually in connection with completion of the course for 5 th, 6 th and 7 th semester develop an abstract (2-3 pages) that will give the reader an idea of what the master's thesis is about, what has been done, who has taken part, where it has been happening and what has come out of the work. As an alternative to the summary, the student may choose to write an article in a vocational pedagogical compendium or a journal. prepare a brief summary (max ½ pages) in Norwegian and English for use in digital publishing Form of examination Master s Thesis, individually or in groups of 2-3 students. Individual oral examination. Assessment/Grades A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade. The oral examination can lead to adjustment for the final grade. Examination support materials All support materials are permitted. Sources must be identified. Examiners One internal and one external examiner Course readings Literature is chosen for the research work and shall be entered in the Master's Thesis list of literature, bibliography. 24

25 Appendix 1 Guidelines for the study/research work The documentation must include: Background and reason for choice of topic, vocational pedagogical relevance and interest. The topic s importance for vocational pedagogical activities in own work place. Why it is important to make research within this particular topic according to the students` vocational pedagogical experience. Formulate problem of discussion, research question and if relevant objective/ wanted change Clarification of terms and limitation of the work Discussion of relevant literature to illustrate the relevant vocational pedagogical activity. Argument for choice of theoretical perspective. Argument for choice of research approach and if relevant; combinations: 1. Established research work with the intention to examine how something is perceived, experienced (explore) 2. Assessing research activity, the intention is to verify/disprove assumptions based on theory (assess) 3. Action research and constructive activities where the intention is to find strategies to improve a situation Argument for and description of research design: o how may the research design/research plan help respond to the problem of discussion o how do the students assess the question of validity and reliability in this context o what information and data sources will be used and how were they chosen o what methods will be used for obtaining information/generating data o how will the data be prepared and analysed o how will the results be presented Carrying out and assessment of obtaining information and generating data o in constructive research work/action research, description and assessment of the process of choosing and testing strategies for change Data analysis and presentation of results: o are the people who have participated in the investigation allowed to express themselves o how are the data treated and used Discussion of results in relation to: o problem of discussion, research question and if relevant the wanted change o relevant theoretical perspectives and the students` own basis for the project o consequences for vocational pedagogical activity Critical examination of the work with a final discussion of what the student found out and learned form the work. It is important that the students step out of the work and view their work in a meta perspective, so that they distance themselves from their own results and experiences and will be able to describe and assess this from the outside. It is expected that the students show an understanding of consequences of the methodical choices that they have made, use relevant theory to illustrate the problem of discussion and discuss the results in relation to the problem of discussion and theory. By showing objectivity in connection with own results, the students show insight into the generalisation problems. In the conclusion, it is emphasised that an overview of own work and findings focuses on essential conditions in stead of details and show critical scientific attitudes. The students must document the validity of their conclusions. An ability to view new professional problems is also emphasised. 25

26 Formal criteria: logical composition and structure, organised lay out, plain language, correct literature references. There should be coherence between the problem of discussion, argument, illustrations and discussions throughout the work. References are consequently to follow a certain procedure of reference e.g. the APA-Style It is possible to use alternative forms of documentation that are suitable to express vocational pedagogical knowledge. In the courses MAYP4100 and MAYP4200, the students will carry out and document a smaller research oriented project adapted to the time frame at one s disposal. The requirements of the project are adjusted to the progression of the study. These projects intend to give the students research competence, general vocational pedagogical knowledge in addition to an opportunity to specialise themselves. In each project the students must: - Describe the basis for the project and the need for research - Formulate a problem of discussion or in another way clarify the focus of the project - Find theory within the area of discussion - Prepare a plan for the work, collect information/data, - Prepare, analyse and discuss the obtained information/data with the intention of being able to make a conclusion or implement a development in relation to the problem of discussion/description To view research as a holistic phenomenon, but at the same time have knowledge of different traditions and strategies is emphasised. The vocational pedagogical tradition is approaching action and development research. The projects give the students an opportunity to work specifically and practically with research methodology and discuss their work in relation to different scientific theoretical perspectives. 26