Programme Specification for the 2013/4 academic year

MEd MED Professional Studies (Part Time)

1. Programme Details

Programme nameMEd MED Professional Studies (Part Time) Programme codePTD3EDUEDU02
Study mode(s)Part Time
Academic year2013/4
Campus(es)St Luke's (Exeter)
Programme start date

09/2013

NQF Level7 (Masters)

2. Description of the Programme

The Master of Education (MEd) Professional Studies is a part-time programme which builds on the foundation of your teacher education course. There are public commitments to making teaching a Masters-level profession, recognising that learning to teach is a lifelong process. The MEd Professional Studies programme gives you the opportunity to reflect critically on your own teaching and to investigate educational issues that interest you. By giving you a framework of study and academic support it will help you to become a more informed, more critical and a more independent teacher. The programme is flexible to meet the needs of busy educational professionals. To gain the Masters degree you need to build up 180 masters’ level credits either by completing a number of modules or by completing a number of modules in combination with accredited prior learning (APL). APL can take the form of accredited prior certificated learning (APCL) (e.g. from your PGCE or another approved course) or accredited prior experiential learning (APEL).

 

3. Educational Aims of the Programme

1. to support students development as autonomous professionals;
2. to provide the knowledge, understanding and skills for students to analyse educational policy, theory and practice;
3. to provide students with the procedural knowledge to develop conceptual understanding and analyse data;
4. to provide the organisational and transferable skills central to professional autonomy;
5. to support students ability to define and evaluate complex educational issues drawing on national and international perspectives;
6. to equip students with the methodological knowledge needed to select appropriate methods to conduct research; and
7. to provide students with knowledge and skills needed to apply theory to practice.

4. Programme Structure

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

http://socialsciences.exeter.ac.uk/education/graduatestudies/masters/med/medprofessional/

 

The MEd: Professional Studies programme is a flexible part-time programme of study which is accredited at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). The programme is designed for education professionals. It gives you the opportunity to reflect critically on your own teaching; to explore theories of learning and teaching; and to investigate educational issues of personal interest. The programme is divided into three ‘stages’ which are normally equivalent to one academic year each.

You are required to complete the programme within five years of initial registration, or four years if you enter directly into the second stage of the course, for example, through the APL process. If required, you are entitled to interrupt your programme for two years, so long as this is requested formally in writing.

The programme is modular, you are required to complete one module before progressing to the next, no module can be taken more than once and normally you are expected to complete 60 credits at each stage. However, if you are bringing 90 credits via APL, you may be allowed to complete a 30 credit module alongside the 60 credit EFPM283 Researching Professional Practice: Dissertation module within one stage. This would only be possible following consultation with, and the agreement of, the Programme DirectorEach module is delivered through taught sessions and on-line resources. All modules are exempt from condonement. EFPM283 Researching Professional Practice: Dissertation is the only core module.

Credits and Awards

  • The MEd: Professional Studies requires completion of 180 credits taken at Level 7, but it also incorporates two other levels of award. Students can enrol on either a Postgraduate Certificate: Professional Studies in Education; a Postgraduate Diploma: Professional Studies in Education or a MEd: Professional Studies.
  • Students who exit the programme after 60 credits gain a Postgraduate Certificate: Professional Studies in Education. Those exiting after 120 credits gain a Postgraduate Diploma: Professional Studies in Education.
  • APL procedures that meet national standards are also available to students. For students registering on the MEd: Professional Studies  programme, a maximum of 90 credits can be accredited through APL including up to a maximum of 90 credits through APCL and a up to a maximum of 30 credits through APEL. Students who have completed the PGCE, National Award in Special Educational Needs Co-ordination, Postgraduate Certificate in Academic Practice and Certificate of Advanced Study: Learning and Teaching in Higher Education programmes at the University of Exeter can automatically progress to the MEd: Professional Studies programme via APCL without having to complete the usual application process or incur the usual costs. This exempts them from completing some or all of the credits at stage 1 of the MEd: Professional Studies.

 

Stage 1


Compulsory Modules

We recognise that as a working practitioner you need the flexibility to study alongside existing work commitments.

Module teaching is usually equivalent to approximately four days of sessions each year for a 60 credit module.  Alternatively, some modules are available via blended learning, offering a more effective blend of self-study and face-to-face contact with your tutor and fellow students.

CodeModule Credits Non-condonable?
EFPM831 Teaching and Learning: Theory, Policy and Practice 60No
EFPM283 Researching Professional Practice: Dissertation 60No

Optional Modules

Fall into two categories:

  • Credits for prior learning (APEL/APCL)
  • Taught modules

Typically someone completing the programme in three years will begin by selecting 60 credits of optional modules in the first year before completing the core modules in the following two years.

Our programme is designed to put theory into practice, allowing teachers to introduce effectively into their daily teaching practices the knowledge, skills and understanding gained through our research-led modules.

CodeModule Credits Non-condonable?
EFPM281 Reflecting on Professional Practice 1 30No
EFPM287 Reflecting on Professional Practice 2 30No
EFPM286 Educational Issues, Policies and Practices - Flexible Study 60No
EFPM312 Action Research 30No
Total Credits for Stage 1

180


6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Identify and evaluate educational concepts and issues related to their specific field of study and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice
2. Select appropriate research methods for their research projects and investigate issues in teaching and learning and communicate the findings

Lectures, seminar, group activities, tutorials and directed activities in professional contexts and relevant to research. Use of study guides and readings. Some modules also offered via blended learning delivery, and on-line resources are available to all students on the programme.

Formative assignments (e.g. critical reading of literature, small scale enquiries) and summative assessment through written assignments and dissertation.

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Deploy a range of personal and professional skills relevant to the workplace and identify and justify solutions to educational problems relevant to their area of study

Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides and packs of readings.

Formative activities (e.g. small scale enquiries and directed activities) and summative assessment through written assignments (e.g. based on formative activities)

Showing interaction between theory and practice

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Analyse the relationships between policy, theory and practice in a range of educational contexts and
2. Contribute to policy, practice and curriculum development in the workplace

Lectures, seminar, group activities, workshop tutorials and directed activities in professional contexts. Use of study guides and packs of readings and/or on-line methods

Formative activities (e.g. small scale enquiries and directed activities) and summative assessment through written assignments (e.g. based on formative activities) showing interaction between theory and practice

7. Programme Regulations

University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.

Progression

Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Assessment and Awards

For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Classification

Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

You can also read details of Generic Marking Criteria.

8. College Support for Students and Students' Learning

Personal and Academic Tutoring

It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.

Student Staff Liaison Committee (SSLC)

SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.

9. University Support for Students and Students' Learning

Learning Resources

The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.

IT Services

A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

Student Support Services

The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).

Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Social Sciences and International Studies (CSSIS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Not applicable to this programme.

18. Final Award

MEd MED Professional Studies (Part Time)

19. UCAS Code

C914

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

180

ECTS credits

90

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision

03/07/2013