Module EFPM900 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM900: The Contemporary Academic in Context
This module descriptor refers to the 2019/0 academic year.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Poster and oral presentation | 1 hour plus feedback | 8, 9 | Oral peer and tutor feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Extended study, consisting of ONE of the following options: | 100 | 1-11 | Written tutor feedback | |
| 1. A long written project report/essay | 0 | Option 1: 4,500 words maximum | ||
| 2. Two shorter written project reports/essays on different topics | 0 | Option 2: 2 assignments totalling 4,500 words | ||
| 3. A shorter written project report/essay PLUS a digital project presentation (e.g. video, podcast or wiki) on the same topic | 0 | Option 3: A minimum of 2,000 written words, plus the equivalent of 2,500 words in another medium (e.g. 10 minutes of video) | ||
| 0 | ||||
| 0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Extended study, consisting of ONE of the following options: | Extended study, consisting of ONE of the following options: | 1-11 | Resubmission at next assessment deadline (minimum 3 months later) |
| 1. A long written project report/essay (4,500 words) | 1. A long written project report/essay (4,500 words) | ||
| 2. Two shorter written project reports/essays on different topics (2,500 words each) | 2. Two shorter written project reports/essays on different topics (2,500 words each) | ||
| 3. A shorter written project report/essay (2,000 words minimum) PLUS a digital project presentation (e.g. video, podcast or wiki) on the same topic (2,500 words equivalent) | 3. A shorter written project report/essay (2,000 words minimum) PLUS a digital project presentation (e.g. video, podcast or wiki) on the same topic (2,500 words equivalent) |
Re-assessment notes
As per the TQA manual.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Barber, M., Donnelly, K., Rizvi, S. (2013). An avalanche is coming. Higher education and the revolution ahead. Available at: http://www.ippr.org/files/images/media/files/publication/2013/04/avalanche-is-coming_Mar2013_10432.pdf?noredirect=1.
Barnett, R., Parry, G., and Coate, K. (2001) Conceptualising Curriculum Change. Teaching in Higher Education, 6:4, 435-449. Available at: http://www.tandfonline.com/doi/pdf/10.1080/13562510120078009.
Bolden, R., Gosling, J., O’Brien, A., Peters, K., Ryan, M., Haslam, A., Longsworth, L., Davidovic, A., Winklemann, K. (2012) Academic Leadership: changing conceptions, identities and experiences in UK higher education. Available at: https://www.lfhe.ac.uk/en/components/publication.cfm/S3%20-%2004.
Debowski, S. (2011). The New Academic: A Strategic Handbook. Maidenhead: Open University Press.
Eley A., Wellington, J. Pitts, S. Biggs, C. (2012). Becoming a Successful Early Career Researcher. Abingdon: Routledge.
Moore, J., Higham, L., Sanders, J., Jones, S., Candarli, D. and Mountford-Zimdars, A. (2017). Analysis of the Teaching Excellence Framework (TEF2) provider submissions | Evidencing teaching excellence, Higher Education Academy. Available at: https://www.heacademy.ac.uk/knowledge-hub/evidencing-teaching-excellence,
Morley, L. (2003) Quality and Power In Higher Education (2003) Buckingham: SRHE/Open University Press.
Ramsden, R. (2003) Learning to Teach in Higher Education (2nd edn) London: Routledge/ Falmer.
Participants will also need to construct an individual list of references of books, journal articles and policy literature according to their portfolio plan.
