MA/MSc Outdoor Education

[Type text] MMU CHESHIRE DEPARTMENT OF INTERDISCIPLINARY STUDIES MA/MSc Outdoor Education DRAFT DEFINITIVE DOCUMENT Approved after approval on 12 November 2009 With effect from intakes in 2012-13 Document last modified on 20 September, 2012

MA Outdoor Education Definitive Programme Document CONTENTS Part One Programme Specification Page Programme Specification Part Two Programme Regulations 1 Admission Regulations Standard Entry Requirements Admission with Exemption Admission with Specific Credit Accreditation of Prior (Experiential) Learning (AP(E)L) 2 Curriculum Design and Organisation Curriculum Design Overview Relationship to Subject Benchmark Statement(s) Assessment Criteria for Marking Schemes Arrangements for anonymous marking of summative assessments Arrangements for the quality management of placement learning Academic Partnership activity Professional, statutory and regulatory body links Flexible and distributed learning (including e-learning) 3 Assessment Regulations Programme-specific regulations 4 Programme Management and Student Support Programme Committee Board of Examiners Programme Leader Other Staff Responsibilities Student Support Strategy Student evaluation Part Three Curriculum Content Unit syllabus proformas Appendix 1. Criteria for award of MA /MSc Outdoor Education

MA Outdoor Education Definitive Programme Document PART ONE Programme Specification 0 Brief descriptive summary The Masters in Outdoor Education is a taught postgraduate programme that is a reflection of the contemporary nature of the subject area as it seeks to offer a broader perspective. It will give students the opportunity to make pathway choices to accompany the main focus of Outdoor Education. These pathways will permit students to study areas of Psychology, Sport, Business or Countryside Management as they relate to Outdoor Education. Basic Programme Details 1 Overarching Programme Network/Title and programme specification code(s) MA/MSc Outdoor Education 2 Final award(s)/title(s) (including any PSRB final awards conferred as an automatic result of successful completion of the programme) 3 Combined Honours Subject(s)offered through programme specification together with associated final award(s) (where relevant) 4 Interim exit award(s)/title(s) (including Combined Honours interim exit awards) MA/MSc Outdoor Education Subject(s): N/A Final Awards: PG Certificate Outdoor Education PG Diploma Outdoor Education 5 Mode(s) and duration One year full time Two years part time 6 FHEQ position of final award(s) Masters (Level 7) 7 Awarding institution Manchester Metropolitan University (include PSRBs which confer a joint or additional qualification on successful completion of programme) 8 Teaching institution(s) Manchester Metropolitan University 9 Relationship with Foundation Year N/A Administrative Details 10 Home Department/ School/ Institute Interdisciplinary Studies 11 Home Faculty MMU Cheshire

MA Outdoor Education Definitive Programme Document 12 UCAS code(s) Collaborative Arrangements (where relevant) 13 Approved Collaborative partner(s) 14 Description of type of collaborative provision or academic partnership N/A N/A Approval Status 15 Date and outcome of most recent MMU review/ approval 16 Next Scheduled Review Date: 17 PS/1 effective date: (ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective) N/A 2014-15 12 November 2009 External References/Relationships 18 QAA Benchmark Statement(s) 19 Date/outcome of last QAA engagement (or equivalent) 20 PSRB(s) associated with final award of programme (eg those which offer professional status/membership/license to practise as result of successful completion of the final award. 21 Date and outcome of last PSRB approval(s) Hospitality Sport Leisure and Tourism Unit 25 Business and Management Physical and Terrrestial Geographical and Environmental Sciences F 800 N/A N/A N/A

Programme Title Definitive Programme Document Programme Information 22 University and Programme Educational Aims University Educational Aims: To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students To provide a supportive and inclusive learning environment which will enable success for all learners To encourage the development of students intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University s vision and strategic objectives. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions. Programme Educational Aims: To provide a flexible scheme for postgraduate study in an interdisciplinary department. To enable students to complete an award by full-time or part-time mode. To enable students to combine study with professional or other paid work. To develop students abilities for critical thinking and reflective practice at postgraduate level in the area of Outdoor Education. To provide an appropriate preparation for MPhil/PhD research, or for professional development. To provide an opportunity for students to engage in applied or practice-oriented research in Outdoor Education. To provide an intellectually challenging programme of study that encourages students to evaluate and critique research at an advanced level 23 Programme Learning Outcomes MMU Educational Outcomes: Successful students will be able to develop and demonstrate transferable intellectual skills, in particular their ability to: communicate clearly in speech, writing and other appropriate modes of expression argue rationally and draw independent conclusions based on a rigorous, analytical and critical approach to data, demonstration and argument apply what has been learned demonstrate an awareness of the programme of study in a wider context 1. Programme Learning Outcomes On completion of the Masters programme students will be able to: Plan and complete a piece of research congruent with the area of Outdoor Education i Document last modified on 20 September, 2012

Programme Title Definitive Programme Document and their particular pathway at level 7. Engage critically and reflectively with their own theory and practice as researchers within the area of Outdoor Education. Develop their academic knowledge in Outdoor Education commensurate with the level of the award. Make a contribution to academic knowledge in the field of Outdoor Education through their research. Engage appropriately and effectively with ethical issues in their research in Outdoor Education. Communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate to the area of Outdoor Education. Plan, and carry out a plan of academic work substantially and independently Work effectively as part of a team in the practical nature of Outdoor Education as well as in the academic arena. 2. Combined Honours Learning Outcomes N/A 3. Pass Degree Learning Outcomes N/A 24 Interim Award Learning Outcomes The Learning outcomes for the exit awards are as follows: PG Certificate Students, on exiting the programme with the qualification of Postgraduate Certificate, will:- have acquired an effective knowledge base in specific topics and a critical awareness of the relevant published literature. have developed a critically reflective awareness of their own academic development and practices as well as the political and ethical implications of such practices and role. be able to position their own study in its academic and/or professional context, both as regards its disciplinary and theoretical approaches. have an understanding of the variety of methods which can be employed when conducting research in the discipline studied and be able to discriminate between the available inquiry, analytical and interpretative processes in their individual research and study. have developed effective skills both in the organisation and self-management of their own study and research, and in negotiation and interaction with others both within peer groups and with academic staff. be able to develop and communicate academic arguments, both orally and in writing, which demonstrate both their understanding of the topic and their own contribution to academic debate in this area and to negotiate appropriate assignments that demonstrate their achievement of these objectives. PG Diploma Students, on exiting the programme with the qualification of Postgraduate Diploma, will be able to :- ii Document last modified on 20 September, 2012

Programme Title Definitive Programme Document Engage critically and reflectively with their own theory and practice as researchers. Illustrate their knowledge of their chosen academic discipline commensurate with the level of the award. Demonstrate the potential to further develop their research in ways that would make a contribution to academic knowledge. Engage appropriately and effectively with ethical issues in research. Communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate. Plan, and carry out a plan of academic work independently. 25 Teaching/Learning and Assessment Strategy There will be a range of teaching and learning strategies employed in the programme to ensure a flexibility of approach. These will include lectures, seminars, workshops, group study as well as virtual learning environments such as the University Web ct. Lectures and Seminars The use of these traditional modes of teaching and learning will ensure that the main theoretical, conceptual and methodological issues in the area will be demonstrated to students. Lectures will provide the opportunity for a number of staff with different expertise in the area to deliver sessions based upon their own research and expertise. The students can then pursue these issues in the seminars and engage in systematic discussion and reflection in order to enhance their own learning. Residential Workshops There will be opportunity in the programme for students to attend workshops that will encourage group based learning and activities Individual tutorials Where appropriate there will be individual supervisory sessions with students to aid in their independent learning Web ct Web ct will be used in all units and will serve as an additional learning tool for students Assessment Assessment will be through a variety of modes commensurate with the Learning Outcomes for each unit. This will involve both practical assessments as well as presentations, essays, reports and reflective assignments. Placement Students will engage in placement learning which will require skills of reflection, organisation and ability to review the placement experience. 26 Programme structures, levels, credits, awards and curriculum map Including specific progression arrangements for Foundation Degrees iii Document last modified on 20 September, 2012

Programme Title Definitive Programme Document The final outcome award of MA Outdoor Education or MSc Outdoor Education will be determined by the combination of units chosen by students. Students opting for option units in Business and in Sport or Countryside Management will be awarded an MSc Outdoor Education on successful completion of the programme. Students who opt to follow options in the Outdoors or Applied Psychology and only one unit in business, sport or countryside management will be awarded an MA Outdoor Education. An exit award of Postgraduate Certificate in Outdoor Education will be awarded on successful completion of 60 credits of the programme. The exit award of Postgraduate diploma will be awarded on successful completion of 120 credits and the Masters degree is based upon successful completion of 180 credits. Curriculum Map 6 units of 20 credits each plus a dissertation of 60 credits. Qualitative and Quantitative Research Methods ESS (20) Exploring Boundaries: self place and identity NEW (20) Learning In the Outdoor Environment NEW (20) Developing Professional Practice through Placement NEW (20) Option (20) Or 2 (10) Option (20) Or 2 (10) MA /MSc awards For the award of an MSc students will take the core units plus the two option units in either the Business units, Countryside Management units or Sport units that follow a biomechanics or physiology pathway. Any other combination of units will result in the award of an MA. Option Units* Applied Psychology (NEW) One Business Unit from the Business and Management Masters Portfolio: Suggested options Strategic Management Practice 8264M167/68 Corporate Financial Strategy 8262M156 20 credits from the Exercise and Sport Masters Portfolio: Suggested Options Biomechanics Pathway 10 Foundation Biomechanics 8593M174 20 Analysing Movement 8593M186 10 Modelling and Simulation 8593M187 Coaching Studies 10 Historical and Cultural Foundation of Coaching -8593M208 20 Contemporary Issues and policy in coaching and its management 8593M209 20 Supporting coaches and their CPD 8593M210 20 The coach as educator 8593M211 10 Issues in Coaching Pedagogy 8593M212 Physiology Pathway 10 Systems physiology and exercise testing 8593M173 iv Document last modified on 20 September, 2012

Programme Title Definitive Programme Document Psychology pathway: 10 Foundation psychology 8593M172 20 Social psychology of performance sport 8593M178 20 Cognition and Emotion in exercise and sport 8593M180 20 Neuroscience in exercise and sport 8593M179 10 Needs analysis in consultancy 8593M181 Sport development pathway 10 Sport development policy and planning 8593M215 20 Sport and physical activity, measuring impact 8593M213 20 Sport: A broader social agenda 8593M216 10 Social marketing for sport and physical activity 8593M217 One Countryside Management Unit from Department from Environmental and Geographical Science: Suggested Options Habitat Ecology Habitat Management Integrated Countryside Management Monitoring Techniques for Countryside Management Countryside Management in Practice * Option units are subject to availability Students will be advised to talk to the relevant Unit Leader as well as the Programme Leader as to their choice of options. It is anticipated that students will have the necessary background in the area of choice of option e.g anyone opting to take a Sport and Exercise related unit will need to discuss this with the relevant tutor in the Department of Exercise and Sport and to demonstrate relevant knowledge and background in that area. This is especially important for the unit on Biomechanics as it is very mathematically based. plus dissertation Dissertation (60 Credits) Exemplar 1. MA Outdoor Education Qualitative and Quantitative Research Methods (20) Exploring Boundaries (20) Learning in the Outdoor Environment (20) Developing Professional Practice through Placement (20) Applied Psychology (20) The Coach as Educator (20) Dissertation (60) v Document last modified on 20 September, 2012

Programme Title Definitive Programme Document Exemplar 2 MSc Outdoor Education Qualitative and Quantitative Research Methods (20) Exploring Boundaries (20) Learning in the Outdoor Environment (20) Developing Professional Practice through Placement (20) Strategic Management Practice (20) Corporate Financial Strategy (20) Dissertation (60) 27 Personal Development Planning and Student Support Arrangements Personal Development Planning will be undertaken in the Professional Practice module and will form part of the assessment for this unit. There will also be PDP materials available on Web ct 28 Placement Learning In the compulsory unit Developing Professional Practice through Placement there will be 10 days of placement learning. This affords the students the opportunity to engage learning through a placement setting. The enquiry, location and nature of the placement within this core unit must be agreed with the module tutor, participant s employer and a representative of the host organisation at an early stage of the module. Part time and full time students will be supported fully through this process through the University s ICP on work based and placement learning. 29 Points of Reference Internal University Mission and Strategic Aims Regulations for the Academic Awards of the University University Regulations Taught Postgraduate Programmes of Study Academic Regulations and Procedures Handbook Faculty Programme Approval/Review/Modification Report (date) University Learning and Teaching Strategy Staff research vi Document last modified on 20 September, 2012

Programme Title Definitive Programme Document Departmental Professional/Industrial Advisory Committee Staff/Student Liaison Committee External QAA Subject Benchmark statement QAA Framework for HE Qualifications QAA Code of Practice QAA Subject Review report External examiner reports This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA Subject Benchmark Statements may be found in the definitive document and student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education. vii Document last modified on 20 September, 2012

PART TWO - REGULATIONS 1 Admission Regulations i) The MA/MSc Outdoor Education programme admissions regulations and entry requirements comply with the University s policy, regulations and institutional code of practice on recruitment and admissions and the University policy on equality ii) ii) iii) iv) Admission to the MA/MSc Outdoor Education shall be subject to the principle that the University, through the Programme Leader, has a reasonable expectation that the applicant will be able to fulfil the objectives of the programme and achieve the standard required for the award. In dealing with admissions the Programme Leader and any other staff involved shall have regard to such policies as the Academic Board may from time to time determine. In considering an application for admission to the programme, evidence will be sought of personal, professional and educational experience which provides indications of the applicant s ability to meet the demands of the programme. All applicants shall be considered having regard for the University s equal opportunity policy and such anti-discrimination legislation as may be in force. v) Subject to the provisions of these Regulations and of any directives of the Academic Board, the Programme team may formulate admissions policies appropriate to meeting the requirements of individual programmes. vi) vii) viii) Candidates must have a sufficient command of the language(s) in which the programme is taught to be able to meet the requirements of the programme in every respect. All potential students will be given the opportunity to visit the Faculty and wherever possible to talk to members of the programme team. For applicants lacking the necessary formal qualifications, advice will be provided regarding the necessary knowledge and skills required at entry level. 1.1 Standard Entry Requirements 1.1.1 Entry to Year 1 To be admitted to the Masters programme a student should normally: i) hold a good honours degree, typically a first or upper second classification in a discipline related to their intended programme of study. or ii) hold an equivalent professional qualification recognised at honours degree standard (e.g. graduateship of a professional body). or iii) hold a degree of a classification below an upper second in a discipline related to their intended programme of study which will normally be accompanied by significant demonstrated professional or personal experience. or 9

iii) hold an equivalent qualification from a European Community or other overseas university. iv) For International students there is the requirement for an IELTS score of 6.5 and above or equivalent. or v) hold a postgraduate certificate or diploma appropriate to the main area of study. vi) Students wishing to pursue pathways in Sport Science will be expected to have the appropriate background and qualifications in the area. 1.1.2 Entry to Subsequent Years/Levels Applicants may exceptionally be admitted to the Dissertation phase of the programme, provided that they can demonstrate:- i) that they hold an appropriate postgraduate qualification comprising at least 120 Credits at M-Level, or a comparable qualification from an overseas university. ii) that they have formulated a proposal for the Research Dissertation which is approved by the programme s Registration and Progression Panel. 1.1.3 Entry to Combined Honours Subjects Not applicable 1.1.4 Admission Arrangements with Foundation Degrees Not applicable. 1.2 Admission with Exemption 1.2.1 Exceptionally, an individual student may on academic grounds be admitted with exemption from no more than one programme unit or half one double unit, provided that the student can establish a convincing case in writing at the time of admission which is formally approved by the Programme Committee. 1.2.2 The Programme Committee may in such cases require a student to take alternative assessed modules as a condition of such admission. 10

1.3 Admission with Specific Credit 1.3.1 Exceptionally, an individual student may on academic grounds be admitted with specific credit for no more than one programme unit or half one double unit, and shall be accordingly considered to have passed such elements, provided that the student can provide written evidence that they have achieved the relevant learning outcomes elsewhere or by other means. 1.3.2 In such cases, specific credit should be demonstrated in writing at the time of admission and be formally approved by the Programme Committee. 1.4 Accreditation of Prior (Experiential) Learning (AP(E)L) 1.4.1 Under provision of the University Accreditation of Prior Experiential Learning (APEL) scheme, applicants who fail to meet the exact academic qualifications may be considered for entry to the programme if they can demonstrate that they have experience, motivation and personal qualities appropriate for M- level work. 1.4.2 Applicants seeking entry under provision of the APEL scheme will be asked to make a formal submission identifying the learning experiences which they consider relevant to their planned study, in relation to the aims and learning outcomes of the programme and its curriculum. The submission should be accompanied by appropriate evidence and standards achieved. 1.4.3 Applicants seeking entry under the APEL scheme may be asked to provide evidence of academic capacity in the form of formal assignments prescribed by the Admissions Panel. 1.4.4 Under provision of the University s Accreditation of Prior Learning (APL) policy at the discretion of the Admissions Panel, on advice of the Programme Leader, an applicant may be admitted with academic credit to an appropriate point in the programme, provided it is clear that the applicant has fulfilled some of the progression and assessment requirements of the programme (or equivalent requirements), and will be able by completing the remaining requirements to fulfil the objectives of the programme and attain the standard required for the MA or Postgraduate Diploma award. Admission with academic credit is subject to the same principles as admission to the beginning of the programme. 1.4.5 Applicants for transfer from other postgraduate programmes within the University or from another institution will have their prior learning assessed through the University CAT scheme where appropriate. In cases where the use of the CAT scheme is not appropriate, applicants will be asked to make a formal submission identifying the academic experiences which they consider relevant to their planned future study, in relation to objectives and learning outcomes of the programme and the subject areas which they nominate in their application. The submission should be accompanied by appropriate evidence of such experience and standards achieved. 11

1.5 Relationship with the University Foundation Year Not applicable 2 CURRICULUM DESIGN AND ORGANISATION 2.1 Curriculum Design Overview Rationale The development of this programme is predicated upon the strength of multidisciplinary provision in the Faculty and further development of a successful Undergraduate provision in Outdoor Studies. The core units are fundamental to an understanding of the nature of outdoor education as manifested in current trends in learning outside the classroom as well as learning outside the traditional modes used in adult education. The use of other units outside the department ( in business, sport or countryside management) extend the appeal of the programme and allow students some element of specialism. These units permit students extra experience in management of outdoor centres, fuller appreciation of the nature of sport and exercise as it relates to the outdoors or an appreciation of ecological perspectives for the outdoors. Students will be able, to some extent, create their own pathway through a cross Faculty provision. The core unit of Quantitative and Qualitative Research Methods is situated in the Department of Exercise and Sport Science. However students will have the opportunity to contextualise the material so that it applies to the area of Outdoor Education. (i) FLEXIBILITY The curriculum provides a structured yet flexible programme of study and research. Although there are mandatory units for all students on the programme there are also a considerable number of optional routes that students can take. Students will be able to pursue pathways in Sport, Business, Countryside Management or Psychology which will permit them to focus upon their chosen interests. Attendance at relevant workshops and lectures is expected but considerable use will be made of online materials, web ct and some distance learning resources. This will be specific to the units on Countryside management but VLE will form part of the student experience through the whole programme. Students will use VLE to access materials, to maintain communication and to progress their research. However the programme is not offered in full distance learning mode. The programme will provide a flexible scheme for postgraduate study in an Interdisciplinary Department, enabling students to complete an award by full-time or part-time mode and to develop greater knowledge in the study of Outdoor Education. It also enables them to develop research skills that will be applicable for further postgraduate study or will be relevant to the work environment. 12

(ii) DIVERSITY The MA/MSc in Outdoor Education provides opportunities for students who wish to continue in either full- or part-time employment to pursue their studies. The use of a number of pathways in this programme results in an inclusive mix of students from varied professional and educational backgrounds A number of progression routes through the programme exist. The routes are based on student choice of options in Psychology, Business Countryside Managment or Sport. These pathways provide a rigorous, disciplinary-based professional preparation for students wishing to underpin their practice in Outdoor Education with further skills in management or strategy for the Outdoors or in the Sport agenda as it relates to the Outdoors. The programme will also adhere to the University policy on equality and diversity (www.mmu.ac.uk/humanresources/equalities/) in relation to programme applications and administration. (iii) INCLUSIVITY It is anticipated that the majority of students will be employed on either a full time or part-time basis. As such, it is considered essential to provide a part-time programme of education which combines the advantage of some flexible learning units with contact weekends and evening sessions. This will help to ensure essential staff-student contact, appropriate feed-back as well as supportive, informative student interaction. As such, these contact sessions are viewed as compulsory. The units comprise a mixture of web based learning and contact elements. Each unit will have a handbook that will provide details not only of the contact sessions but also of the materials available on web ct and other modes of study. (iv) EMPLOYABILITY The programme possesses a number of unique features of provision that strengthen its academic and vocational relevance and also its position in the postgraduate taught Masters market within the United Kingdom. A notable feature of the programme is afforded by the strong vocational emphasis encouraged throughout the MA/MSc Outdoor Education. Engagement with outdoor activities and processes may incur some cost to the student but this will be kept to a minimum level. At the postgraduate certificate level the Professional Practice unit taken by all students on the programme will address issues of Personal Development Planning in terms of each student s CPD goals, both short- and long-term. By bringing together students from different areas of the Outdoors and by offering a cross Faculty experience, the aim is to enhance students awareness of interdisciplinary issues. Allowing them the opportunity to share and develop interdisciplinary relationships can then extend on into their chosen fields of work. The programme is available to students in full- and part-time mode. In this way the programme has been designed to facilitate access to as wide a potential student population as possible, including those in employment and those seeking work. The majority of student contact time on the full time programme takes place on two consecutive days although students opting for business units may have sessions on other afternoons or evenings. For those students, the programme involves study across the equivalent of 45 weeks of the calendar year. The credit structure of the programme is such that one credit is gained for each 10 hours of student effort with the overall credits required for the award of the Masters degree being 180. 13

Part-time delivery of the programme will be organised in such a way as to take advantage of the economies provided by joint teaching of students following full- and part-time study programmes. Part-time study involves the equivalent of one full day's contact time each week delivered in conjunction with the full-time students. Part-time completion of the MA/MSc Outdoor Education award will involve study phased across two academic years. (v) QUALITY ENHANCEMENT The MA/MSc Outdoor Education is an applied programme underpinned by strong disciplinary and vocational foundations. The programme is structured in such a way as to be compatible with the University s Regulations for Taught Postgraduate Programmes of Study. Consistent with these regulations, the programme comprises a Masters degree with three staged exit points each allocated 60 credits: the Postgraduate Certificate (PG Cert), the Postgraduate Diploma (PG Dip), and the Masters award. Although divided into three staged awards, the integrity and academic coherence of this progressive and vocationally relevant post-graduate qualification is seen as one of its major attractions. (vi) RESEARCH, SCHOLARSHIP AND REFLECTIVE PRACTICE A key feature of the programme is that its structure complements the progressive development of the knowledge and skills necessary to successfully complete the Research Project at the Masters stage of the programme. As such, the postgraduate diploma stage features a range of units that provide both a strong disciplinary foundation and the necessary research and inquiry skills relevant to a range of both research and vocational outcomes. The MA/MSc Outdoor Education programme is delivered mainly by academic and research staff from the Department of Interdisciplinary Studies. However as a potential cross Faculty programme students could benefit from the range of teaching experience from other departments in the Faculty namely the Department of Business and Management the Department of Exercise and Sport Science and the Department of Environmental and Geographical Science. As such, teaching and learning is underpinned by scholarly activity and research experience. The core unit in research methods is delivered by the Department of Exercise and Sport Science and gives students the fundamental principles of Qualitative and Quantitative research methods applicable to both scientific and social science perspectives. Students will be able to apply these strategies to their own area of research interest within the unit and as it applies to their Masters Dissertation. Students will work with supervisors for their research project who are members of the Department of Interdisciplinary Studies. Students engaging in any empirical research activity as part of the taught units or Masters dissertation will be subject to the necessary ethical procedures for this research. If this research involves children or young people then students will be subject to CRB checks. 2.2 Relationship to Subject Benchmark Statement(s) As no QAA Subject Benchmark Statements currently exist for level 7 Programmes in this area of provision, appropriate programme outcomes have been identified with reference to QAA level 7 Programme outcomes (See PS1). 2.3 Assessment Criteria for Marking Schemes 14

2.3.1 Generic Criteria required for all programmes All summative assessment must be marked in accordance with the University s marking scheme, based on the following grading bands: <45 (Fail) 45 to 49 (Marginal Fail), 50 to 59 (Pass), 60 to 69 (Pass), >70% (Pass), aligning with the associated generic descriptors as specified in The Regulations for Taught Postgraduate Programmes of Study. Masters degrees are awarded to students who have demonstrated: i) a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; ii) iii) iv) a comprehensive understanding of techniques applicable to their own research or advanced scholarship; some understanding in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; conceptual understanding that enables the student: * to evaluate critically current research and advanced scholarship in the discipline and * to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. Typically, holders of the qualification will be able to: i) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences; ii) iii) demonstrate self-direction and understanding in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; continue to advance their knowledge and understanding, and to develop new skills to a high level; and will have: iv) the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable situations; and the independent learning ability required for continuing professional development. 15

2.3.2 Programme-Specific Criteria Criteria for assessment and grading bands for assignments submitted in this programme are specified in Appendix 1. 2.2.2.1 The qualification of MA/MSc Outdoor Education with Distinction will be awarded to students who have been awarded an overall aggregate of 70% with at least 70% in the project or dissertation component of the programme. Such grades will be a numerical enumeration of the work of students who:- have planned and completed a piece of research in their chosen topic at Level 7, working virtually autonomously, which is of publishable or near publishable standard. can engage critically and reflectively with their own theory and practice as researchers, demonstrating independent questioning and possess acute analytical powers. have developed their knowledge of their chosen academic discipline to a high level, comprehending a wide range of relevant concepts, theory and method. are able to engage sensitively, appropriately and effectively with ethical issues in research such that there is a developed and communicated awareness of the ways that ethical considerations have shaped both the processes and the outcomes of research. are able to communicate with the greatest fluency the outcomes of their research, both orally and in writing, in ways that are critically engaged, well structured, logically argued and academically appropriate. 2.2.2.2 The qualification of MA/MSc Outdoor Education with Merit will be awarded to students who have been awarded an overall aggregate mark of 60% with at least 60% in the project or dissertation component of the programme. Such grades will be a numerical enumeration of the work of students who:- have planned and completed a piece of research in their chosen academic discipline at M-Level, working virtually autonomously on work of near publishable standard. can engage critically and reflectively with their own theory and practice as researchers. have developed their knowledge of their chosen academic discipline commensurate with the level of the award. are able to engage appropriately and effectively with ethical issues in research. are able to communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate. 16

are able to plan, and carry out a plan of academic work substantially independently. 2.2.2.3 The qualification of MA/MSc Outdoor Education will be awarded to students with an overall aggregate 50% (with the possibility of condonement). Such grades will be a numerical enumeration of the work of students who:- are able to plan, and carry out a piece of research at level 7. can engage critically and reflectively with their own theory and practice as researchers. have developed their knowledge of their chosen academic discipline commensurate with the level of the award. are able to engage appropriately and effectively with ethical issues in research. are able to communicate the outcomes of their research, both orally and in writing, in ways that are critically engaged and academically appropriate. are able to plan, and carry out a plan of academic work substantially independently.. 2.2.2.4 The qualification of Postgraduate Diploma or Certificate Outdoor Education with Distinction will be awarded to students with an overall aggregate of 70%. Such grades will be a numerical enumeration of the work of students who:- can engage critically and reflectively with their own theory and practice as researchers, demonstrating acute analytical powers. have developed their knowledge of their chosen academic discipline to a high level, comprehending a wide range of relevant concepts, theory and methods. are able to engage sensitively, appropriately and effectively with ethical issues in research such that there is a developed and communicated awareness of the ways that ethical considerations have shaped both the processes and the outcomes of research. are able to communicate with the greatest fluency the outcomes of their research, both orally and in writing, in ways that are critically engaged, well structured, logically argued and academically appropriate. 2.2.2.5 The qualification of Postgraduate Diploma or Certificate Outdoor Education with Merit will be awarded to students who have been awarded an overall aggregate of 60%. Such grades will be a numerical enumeration of the work of students who:- 17

are able to plan, and carry out a plan of academic work, working virtually autonomously, which is of near publishable standard. can engage critically and reflectively with their own theory and practice, demonstrating independent questioning. have developed their knowledge of their chosen academic discipline to a high level comprehending a wide range of relevant concepts, theory and method. are able to engage sensitively, appropriately and effectively with ethical issues in academic work. are able to communicate academic ideas and argument with the greatest fluency, both orally and in writing, in ways that are critically engaged, well structured, logically argued and academically appropriate. 2.2.2.6 The qualification of Postgraduate Diploma or Certificate Outdoor Education will be awarded to students who have been awarded an overall aggregate of 50% (with the possibility of condonement) Such grades will be a numerical enumeration of the work of students who:- have acquired an effective knowledge base in specific topics and a critical awareness of the relevant published literature. have developed a critically reflective awareness of their own academic development and practices as well as the political and ethical implications of such practices and role. be able to position their own study in its academic and/or professional context, both as regards its disciplinary and theoretical approaches. have an understanding of the variety of methods which can be employed when conducting research in the discipline studied and be able to discriminate between the available inquiry, analytical and interpretative processes in their individual research and study. have developed effective skills both in the organisation and self-management of their own study and research, and in negotiation and interaction with others both within peer groups and with academic staff. be able to develop and communicate academic arguments, both orally and in writing, which demonstrate both their understanding of the topic and their own contribution to academic debate in this area and to negotiate appropriate assignments that demonstrate their achievement of these objectives. 2.4 Arrangements for anonymous marking of summative assessments The Department will implement procedures to comply with the University policy on anonymous marking. In general, students will be asked to enter only their student number but not their name on Assessment Frontsheets accompanying submitted assignments. Tutors will be instructed to record marks against names only when 18

internal moderation procedures have been completed. The policy will not apply where the nature of the assessment makes anonymity impossible, for example with individual dissertations or projects, or assessments based on presentations. 2.5 Arrangements for the quality management of placement learning In one unit Developing Professional Practice through Placement there is the opportunity for students to engage in a placement setting. The enquiry, location and nature of the placement within this core unit must be agreed with the module tutor, participant s employer and a representative of the host organisation at an early stage of the module. This is fully compliant with the University s ICP on work based and placement learning. 2.6 Academic partnership activity Not applicable to this programme 2.7 Professional, statutory and regulatory body links Not applicable to this programme. However it is important that students are aware of the MMU Health and Safety Policy with regard to academic programmes (see Taught Postgraduate student handbook) 2.8 Flexible and distributed learning (including e-learning) The subject is not offered in a distance learning format but on-line materials support students learning within the programme. 3. ASSESSMENT REGULATIONS 3.1 MMU Regulations for Taught Postgraduate Programmes The programme is fully compliant with the University Regulations for Taught Postgraduate Programmes of Study.(revised regulations 2009-10) 3.2 Programme-specific regulations 3.2.1 Student attendance and absence Students are expected to attend scheduled sessions and workshops. The programme is fully engaged with Departmental systems for monitoring and guidance and for support of postgraduate students 3.2.2 Approved variation or exemption from MMU Regulations None 4 PROGRAMME MANAGEMENT AND STUDENT SUPPORT 4.1 Programme Committee 4.1.1 Membership The Programme Committee will consist of the following members: 19

Programme Leader (Chair) Head of Department of Interdisciplinary Studies(ex officio) Dean of Faculty (ex officio) Unit Leaders Members of full-time and part-time staff teaching on the Programme A student representative elected from each stage of the fulltime route A student representative elected from each stage of the parttime route A representative from the Library. 4.1.2 Responsibilities The Committee will meet twice a year (or more frequently if necessary) and will be responsible for: i ii iii iv v the maintenance and enhancement of the academic standards of the Programme the monitoring and evaluation of the Programme and in particular evaluating its operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs ensuring the Programme operates in accordance with the approved Programme scheme agreeing recommendations for changes to the Programme (content and structure) and on any matter affecting the operation of the Programme considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board in relation to: Programmes, teaching and learning, the content of the curriculum the assessment and examination of students (in conjunction with Board of Examiners) criteria for the admission of students research, scholarship and Programme-related staff development the appointment of internal and external examiners the support and progression of students. vi vii viii advising the Academic Board on such matters as v above ensuring the academic development of the Programme advising the relevant Head of Department/Dean through the Programme Leader on the resources needed to support the Programme 20

ix contributing to the formulation of institutional academic policy and considering such other matters as may be appropriate to the operation of the Programme or as may be referred to the committee by Faculty or Academic Board. 4.2 Board of Examiners 4.2.1 Membership The Board of Examiners shall comprise: Head of Department (or equivalent) of Interdisciplinary Studies (CHAIR) Dean of Faculty (ex-officio) Programme Leader Internal Examiners (defined as those staff, both full and parttime associated with assessment which are the responsibility of the Board The External Examiners appointed for the programme(s) 4.2.2 Responsibilities i ii The Board of Examiners shall be responsible to the Academic Board for all the programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard. In exercising its responsibilities, the Board of Examiners has the discretion, subject to the provision of the regulations of the University, to reach such a decision in respect of candidate s assessment(s) and award as it may deem appropriate having regard for the need to ensure that justice is done to individual students and that the standards of the University s awards are maintained. 4.2.3 Functions The Board s functions shall include: i ii iii recommending the conferment of an award upon a student who, in the judgement of the board, has fulfilled the objectives of the approved programmes of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award; determining the award, where applicable, to be recommended under (i) above. applying the University s examination and assessment regulations to the programme; 21

Iv v vi vii viii ix x considering, moderating and approving examination papers, and marking schemes, if any, for all assessed examinations relating ot the programme; consider and approving and assignments or projects which form part of the scheme of assessment; assessing written or oral examinations; assessing any project or coursework which forms part of the scheme of assessment; receiving and considering any communication relevant to its functions; reporting matters of policy and significance to the Academic board; such other functions as the Academic board shall determine. 4.2.4 Sub-Committees The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of Board of Examiners and the rights and responsibilities of individual examiners. 4.2.5 Subsidiary Examination Committees The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examinations committees may not make decision on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners. 4.2.6 Duties of Board Members i ii iii The duties of the Chair of the Board of Examiners shall include convening meetings, corresponding and communicating with External examiners between meetings and accepting responsibility for the correct recording of decisions and recommendations of the Board. The duties of the Internal Examiners shall include preparation of draft examination papers, assessment schemes, marking scripts, assessing projects and theses, drawing up and presenting to the Board of Examiners such reports as may be required and attending meetings of the Board. The role, authority, duties and rights of External Examiners shall be defined in the regulations on external examiners made by the Academic Board. 22