MSc Educational Leadership and Management Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers. Current students should refer to the related Course Handbook for further detail. Disclaimer: The University of Portsmouth has checked the information given in this Programme Specification and believes it to be correct. We will endeavour to deliver the course in keeping with this Programme Specification but reserve the right to change the content, timetabling and administration of the course whilst maintaining equivalent academic standards and quality. Copyright The contents of this document are the copyright of the University of Portsmouth and all rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the University of Portsmouth.
Contents Programme Specification 1. Named Awards... 1 2. Course Code (and UCAS Code if applicable)... 1 3. Awarding Body... 1 4. Teaching Institution... 1 5. Accrediting Body... 1 6. QAA Benchmark Groups... 1 7. Document Control Information... 1 8. Effective Session... 1 9. Author... 1 10. Faculty... 1 11. Department... 1 12. Educational Aims... 1 13. Reference Points... 2 14. Learning Outcomes... 2 A. Knowledge and Understanding of:... 2 B. Cognitive (Intellectual or Thinking) Skills, able to:... 3 C. Practical (Professional or Subject) Skills, able to:... 3 D. Transferable (Graduate and Employability) Skills, able to:... 4 15. Course Structure, Progression and Award Requirements... 5 16. Employability Statement... 5 17. Support for Student Learning... 5 18. Admissions Criteria... 5 A. Academic Admissions Criteria... 5 B. Disability... 6 19. Evaluation and Enhancement of Standards and Quality in Learning and Teaching... 6 A. Mechanisms for Review and Evaluation... 6 B. Responsibilities for Monitoring and Evaluation... 6 C. Mechanisms for Gaining Student Feedback... 6 D. Staff Development Priorities... 6 20. Assessment Strategy... 7 21. Assessment Regulations... 7 22. Role of Externals... 7 23. Indicators of Standards and Quality... 7 A. Professional Accreditation/Recognition... 7 B. Periodic Programme Review (or equivalent)... 7 C. Quality Assurance Agency... 7 D. Others... 8 24. Other Sources of Information... 8
Programme Specification 1. Named Awards MSc Educational Leadership and Management 2. Course Code (and UCAS Code if applicable) C2475F, C2475P. 3. Awarding Body University of Portsmouth. 4. Teaching Institution University of Portsmouth. 5. Accrediting Body NA 6. QAA Benchmark Groups Education 2015 7. Document Control Information July 2015 8. Effective Session 2015-16 9. Author David Holloway. 10. Faculty Faculty of Humanities and Social Sciences 11. Department School of Education and Continuing Studies 12. Educational Aims 1. To provide a coherent programme of studies for students who wish to develop a detailed knowledge and understanding of management issues in education and training organisations. 2. To meet the developing needs of those holding, or aspiring to hold, senior positions in such organisations. 3. To provide a challenging and stimulating experience of study. 4. To ensure that the scholarship and professional expertise of staff informs the curriculum. 5. To provide students with the skills and knowledge to undertake research and scholarship on specific issues in Educational Leadership and Management and in their own professional practice
6. To contribute to the support of students in improving their own professional knowledge and practice. 13. Reference Points The course was originally established in the early 1990s following consultation with local schools and colleges about developing management needs in education and training and was also informed by a standards project led by School Management South. Research, scholarship and teaching expertise along with the professional experience and expertise of staff at the University of Portsmouth in the Portsmouth Business School and the Faculty of Humanities and Social Sciences. The University of Portsmouth Curriculum Framework and experience in the development of postgraduate degrees. The University of Portsmouth and QAA Codes of Practice and quality assurance procedures. The recommendations and feedback from External Examiners of Ofsted inspectors of the existing course through annual reports, unit reports, scrutiny of samples of work, assessments, procedures and curriculum developments and observations of teaching. Formal and informal feedback from past students, many of whom have obtained more senior posts following their studies. Framework for Higher Education Qualifications National Standards, emerging and existing, for managers in education and training 14. Learning Outcomes A. Knowledge and Understanding of: A1. The influence of organisational structures and culture on the role of self and others. A2. Human resource management and associated concepts. A3. The marketing concept and its relevance to education and training organisations. A4. Management of accounts, budgeting and standard setting. A5. The role of management information systems in organisations. A6. The principles of curriculum design, development and evaluation. A7. Practices/procedures of strategic change in an educational/training institution. A8. A full range of research methods necessary to complete a dissertation. Learning and Teaching Strategies and Methods Formal inputs and directed reading provide Students with fundamental knowledge and understanding and encourage critical engagement with the literature. Access to a range of educational/an education management internet site provides data, information and knowledge of current issues. Work related assignments and enquiry facilitate action learning and foster in depth knowledge of substantive content of taught units. Group discussions to encourage exchange of professional and organisational experiences and learning, and to explore varied perspectives on common issues. Student presentations to peers and academic staff.
Assessment All assessment is through coursework and includes essays; reports; a presentation to peers and academic staff, and a dissertation. Throughout the assignments, Students are required to demonstrate relevance to their professional development. Course generic criteria require familiarity with key literature and an understanding of relevant models, theories and concepts. This is underpinned by separate specific criteria for each taught unit. B. Cognitive (Intellectual or Thinking) Skills, able to: B1. Synthesise, interpret and analyse information from different sources. B2. Evaluate information from different sources, developing alternative lines of enquiry where appropriate. B3. Explore problems, researching information needed to establish their critical features. B4. Select appropriate methods to illustrate problem solving process; present results to peers. B5. Assess effectiveness of strategy, including factors that have an impact on outcomes. B6. Retrieve information, including the ability to gather, integrate and organise materially critically and evaluate its significance within appropriate intellectual frameworks. B7. Understand the role of management information systems in organisations. Learning and Teaching Strategies and Methods These are developed through a range of teaching methods and involve discursive activities including those in formal groups, peer presentations and in networking opportunities. Teaching and learning is also facilitated through email and personal tutorial discussions with course tutors. Assessment All assessments are through coursework. These include essays, reports and formal presentations, plus a sustained piece of educational research. The artefacts produced require that clear conclusions, derived from evidence, are made, and that a critical analytical approach is taken. General and Unit Specific Assessment Criteria link unit learning outcomes to assessment. C. Practical (Professional or Subject) Skills, able to: C1. Recognise the influence of organisational structures and culture on the role of self and others. C2. Identify important attributes for personal management effectiveness and identify personal strengths and weaknesses. C3. Define human resource management and associated concepts. C4. Understand the complexities of human resource management of an institution in relation to human resource development, policy and practice. C5. Understand the marketing concepts and its relevance to organisations in general, and own organisation in particular. C6. Critically evaluate the marketing effectiveness of own organisation and make appropriate recommendations for improvement. C7. Be aware how corporate strategy and marketing inter-relate. C8. Understand a set of management accounts.
C9. Develop a strategic assessment of the development, implementation and use of management information systems within an education-training context. C10. Adopt a reflective approach to the range of curriculum management activities. C11. Recognise (in) appropriate leadership styles/skills/qualities for each stage of planning and operation process of strategic change. C12. Analyse the managerial complexities of implementing and sustaining strategic change. Learning and Teaching Strategies and Methods Large, and small group discussions/workshops; individual and group tutorials; email tutorials, assessed and non-assessed presentations to peers and university academic staff. Assessment All assessments are through coursework. These include essays, reports and formal presentations, plus a sustained piece of educational research. The artefacts produced require that clear conclusions, derived from evidence are made, and that a critical analytical approach is taken. General and Unit Specific Assessment Criteria links unit learning outcomes to assessment. D. Transferable (Graduate and Employability) Skills, able to: D1. Select and effectively use a range of strategies and resources to explore problems. D2. Research different options and formulate viable proposals for managing the work and resolving problems. D3. Gain commitment to proposals from relevant people; establish the expertise, resources, and monitoring procedures to get results. D4. Ensure that others are clear about their roles and responsibilities. D5. Take a lead role in making things happen, sustaining motivation and effective working relationships. D6. Interpret results and identify evidence to support conclusions. D7. Assess effectiveness of strategy, including factors that had an impact on outcomes. D8. Take a leading role in managing an activity in ways that help self and others to be effective and efficient in meeting responsibilities. D9. Negotiate and develop effective ways of presenting outcomes from work, agreeing refinement with others involved. Learning and Teaching Strategies and Methods These are developed through a range of teaching methods and involve discursive activities including those in formal groups, peer presentations and in networking opportunities. Teaching and learning is also facilitated through email and personal tutorial discussions with course tutors Assessment All assessments are through coursework. These include essays, reports and formal presentations, plus a sustained piece of educational research. The artefacts produced require that clear conclusions, derived from evidence are made, and that a critical analytical approach is taken. General and unit specific assessment criteria link unit learning outcomes to assessment.
15. Course Structure, Progression and Award Requirements The degree is based on the University of Portsmouth credit rating for taught master s degrees of 180 credits. Most units are rated at 30 credits, with the dissertation at 60 credits. Awards are as follows: MSc Educational Leadership and Management 180 credits Postgraduate Diploma in Educational Leadership and Management 120 credits Postgraduate Certificate in Educational Leadership and Management 60 credits Currently there are no Option Units in this programme Mode of delivery for this programme: A full-time version is delivered at Portsmouth. Students are offered a programme of visits to local schools and colleges with whom the School has existing links. This maintains access to an educational environment for the duration of the course. In the final dissertation phase students may be supported remotely using e-mail/telephone tutorials. A part time mode over two years is available at Portsmouth. In Portsmouth the sessions take place one day a week from early evening. The course is delivered within the phase structure, but the timing given for submission of assessments may extend beyond the phase. (all students are treated equitably) The course is delivered within phases. 16. Employability Statement It is anticipated that part-time students on this programme will be in employment in an educational or training setting. The focus of the programme in relation to employability is therefore directed more towards developing and maximising potential. The overwhelming majority of students on the full-time course are from overseas. They tend to be a mix of educational professionals, (i.e. teachers, lecturers and administrative staff) who will return to their own countries with enhanced skills and professional knowledge. 17. Support for Student Learning The Course is managed by a Course Leader. Collaborative programmes are managed on a day-to-day basis by the University Contact who may or may not be the Course Leader. Extensive induction programme introduces the student to the University and their course. Each student has a personal tutor, responsible for pastoral support and guidance. University support services include careers, financial advice, housing, counselling etc. The SECS Learning Support Tutor. The Additional Support and Disability Advice Centre (ASDAC). Excellent library facilities. The University of Portsmouth has consistently been awarded an excellent rating for student support and guidance in a number of Quality Assurance Agency inspections. Student course and unit handbooks provide information about the course structure and University regulations etc. Feedback is provided for all assessments. Personal Development Planning (PDP) for all awards. 18. Admissions Criteria A. Academic Admissions Criteria Applicants will normally be expected to have obtained a good Honours degree. Other applicants, including those with degree-equivalent qualifications or experience, may be admitted to the MSc
programme, but must provide evidence to confirm their ability to study at postgraduate level. There is an opportunity to obtain accreditation of prior experience/learning. International English Language Test Score (IELTS) minimum requirements of 6.5. B. Disability The University makes no distinction in its admissions policy with regard to disability and will endeavour to make all reasonable adjustments in order to make it possible for students to study at Portsmouth on a course of their choice. 19. Evaluation and Enhancement of Standards and Quality in Learning and Teaching A. Mechanisms for Review and Evaluation Course Leader s Annual Standards and Quality Evaluative Review. Head of Department s Annual Standards and Quality Evaluative Review. Unit and Course Level student feedback considered at Board of Studies. Unit Assessment Board consideration of student performance for each programme. Annual Standards and Quality Reports to Board of Studies, including consideration of Subject and Award External Examiner Reports. Periodic Programme Review. Student Representatives and Student/Staff Consultative Committees. National Student Survey. Staff Performance and Development Review. Peer Review and Development Framework. Faculty Learning and Teaching Committee. B. Responsibilities for Monitoring and Evaluation Unit Co-ordinators for unit content and delivery. Course Leader for day-to-day running of course.. Board of Studies with overall responsibilities for operation and content of course. Head of Department. Associate Dean (Academic). Associate Dean (Students). Quality Assurance Committee. Unit, Award and Progression Board of Examiners. C. Mechanisms for Gaining Student Feedback Student Representation on Board of Studies. Student Staff Consultative Committees. Unit and Course level student feedback questionnaires. University participates in external student surveys, e.g. National Student Survey (NSS), Postgraduate Research Experience Survey (PRES) and International Student Barometer (ISB). D. Staff Development Priorities Academic staffs undertake activities related to research, scholarship, teaching and learning and student support and guidance. Annual staff performance and development reviews match development to needs. Managers undertake a variety of management development programmes.
All academic staff encouraged to seek Higher Education Academy membership. Academic staff undertake initial and continuing professional development within the Academic Professional Excellence Framework (APEX) programme which is aligned with the Higher Education Academy (HEA) s UK Professional Standards Framework (UKPSF) Support Staff are encouraged to attend short courses in areas such as minute taking, and specific IT packages. 20. Assessment Strategy Assessments are designed to enable students to demonstrate that they have achieved the standards expected at level 7. Many assessments will be based on professional practice and students will be encouraged to reflect on the impact of their studies on their practice and learner achievement. The design of the assessments is appropriate to the learning outcomes and the professional status of the students. Outcomes are continuously assessed through course work. There will be specific criteria relevant to each unit artefact. The final substantive piece of work will be negotiated and agreed with students and will offer the opportunity to demonstrate a systematic and in depth enquiry that is relevant to their practice. Substantial formative guidance will be provided for students with the opportunity for feedback to be given on draft work to assist students to meet the required threshold standards. 21. Assessment Regulations Standard university rules apply (see Assessment and Regulations). 22. Role of Externals Subject External Examiners who will: oversee unit assessment and usually attend Unit Assessment Boards; approve unit assessment strategy; sample assessment artefacts; present report to Unit Assessment Boards. Award External Examiners (usually also a Subject External Examiner) who will: oversee and attend Award/Progression Boards; scrutinise and endorse the outcomes of assessment; ensure that the standard of the award is maintained at a level comparable with that of similar awards elsewhere in the United Kingdom. 23. Indicators of Standards and Quality A. Professional Accreditation/Recognition Individual units or routes may attract professional recognition and this will be indicated as appropriate within individual units. B. Periodic Programme Review (or equivalent) Periodic Review was conducted in March 2015 and confirmed the fitness of purpose of the curriculum and the effectiveness of its annual monitoring and review processes. C. Quality Assurance Agency QAA Higher Education Review, March 2015, judgements about standards and quality meet UK expectations (for full report see Higher Education Review of the University of Portsmouth, March 2015[1]). [1] www.qaa.ac.uk/en/reviewsandreports/documents/university%20of%20portsmouth/universityof-portsmouth-her-15.pdf
D. Others Staffs contribute to external consultancies as appropriate. 24. Other Sources of Information Other sources of information may be found in Course Approval Document. Student Handbook. University of Portsmouth Curricula Framework. University of Portsmouth Postgraduate Prospectus. Assessment Regulations. University of Portsmouth (http://www.port.ac.uk/) and (www.port.ac.uk/secs) website.