Programme Specification for the 2014/5 academic year

PGCert Postgraduate Certificate in Academic Practice PCAP

1. Programme Details

Programme namePGCert Postgraduate Certificate in Academic Practice PCAP Programme codePCT2EDUEDU05
Study mode(s)Level 1
Academic year2014/5
Campus(es)Split Site
Programme start date

09/2014

NQF Level7 (Masters)

2. Description of the Programme

This programme is available to eligible members of staff who teach and/or support student learning on programmes accredited by the University of Exeter.

3. Educational Aims of the Programme

1. support your development as an autonomous professional able to thrive in a research-intensive university
2. enables you to engage critically with the areas of activity, knowledge and values detailed in the UK Professional Standards Framework for teaching and supporting learning in higher education
3. provide an inclusive group ethos, through peer dialogue and analysis of education literature, which promotes analytical reflection on and enhancement of practice
4. provide the knowledge, understanding and skills for you to analyse educational policy and theory, and apply these to practice
5. enable you to develop conceptual understanding and analyse data relating to academic practice
6. enables you to develop your organisational and transferable skills and confidence central to professional autonomy
7. support your ability to define and evaluate complex educational issues, drawing on national and international perspectives, through appropriate literatures

The programme aims to:

4. Programme Structure

The Postgraduate Certificate of Academic Practice is a part-time course spread over two years. If required, students are entitled to interrupt their programme for up to two years, so long as this is requested formally in writing.The programme is modular and participants are required to complete two of the three modules of their choice (as guided by the Academic Lead/Mentor). Each module is delivered through taught sessions at the university.

Through the Accreditation of Prior Certified Learning process, participants completing the Learning and Teaching in Higher Education programme (30 credits), only need to complete either The Contemporary Academic in Context (EFPM900) (30 credits) or The Professional as Learner, Teacher and Researcher (EFPM901) (30 credits) to obtain the award of Postgraduate Certificate in Academic Practice. With the agreement of the Programme Director, such participants can also obtain the Postgraduate Certificate in Academic Practice award by completing Creating Effective Learning in Higher Education (EFPM902) (30 credits). Students progressing from the Learning and Teaching in Higher Education programme do not have to relinquish their Certificate of Advanced Study (LTHE) as it is a professionally recognised qualification.

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.

Completion of two of the following modules, The Contemporary Academic in Context (EFPM900) (30 credits), The Professional as Learner, Teacher and Researcher (EFPM901) (30 credits) and Creating Effective Learning in Higher Education (EFPM902) (30 credits) leads to the award of Postgraduate Certificate in Academic Practice. Condonement cannot be applied to any failed modules.

These modules are available to eligible members of staff who teach and/or support student learning on programmes accredited by the University of Exeter. Participants following this pathway must choose two of the modules listed in the table below.

Through the Accreditation of Prior Certified Learning process, participants completing the Postgraduate Certificate in Academic Practice may choose to progress to a Postgraduate Diploma by taking either Teaching and Learning: Theory, Policy and Practice (EFPM831) or Educational Issues, Policies and Practices (EFPM 286) (both 60 credits), and to the final award of Master of Education (MEd): Professional Studies award by taking Researching Professional Practice: Dissertation (EFPM283) (60 credits). Participants following this procedure do not need to complete the usual application form or incur the usual costs.

Stage 1


Optional Modules

CodeModule Credits Non-condonable?
EFPM900 The Contemporary Academic in Context 30Yes
EFPM901 The Professional As Learner, Teacher and Researcher 30Yes
EFPM902 Creating Effective Learning in Higher Education 30Yes
Total Credits for Stage 1

30

Stage 2


Optional Modules

CodeModule Credits Non-condonable?
EFPM900 The Contemporary Academic in Context 30Yes
EFPM901 The Professional As Learner, Teacher and Researcher 30Yes
EFPM902 Creating Effective Learning in Higher Education 30Yes
Total Credits for Stage 2

30


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 practice as a contemporary academic or professional staff member and to engage in critical debate about current educational issues, drawing on evidence from theory, research and practice

Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides, packs of readings and on-line learning resources. Each module is supported by guided study and resources accessed through the Exeter Learning Environment (ELE), available to all participants on the programme.

Formative assignments (e.g. preparation and presentation of posters; group presentations) and summative assessment through written assignments.

 

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 and values relevant to the workplace, with explicit reference to the UK Professional Standards Framework, 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. concept-mapping, group presentations; online discussion forum) and summative assessment through written assignments (e.g. based on formative activities), showing interaction between theory, critical analysis 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 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. on-line discussion forum) and summative assessment through written assignments (e.g. based on formative activities) showing interaction between theory, critical analysis 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

PGCert Postgraduate Certificate in Academic Practice PCAP

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision

08/09/2011