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.
Module Aims
This module aims to provide an understanding of the principles of academic practice and its political and social contexts. Its purpose is to support you in building on your existing skills and knowledge in order to become effective academics and professionals operating in your departments, in the university and in the national and international context. It is intended to enhance your confidence and effectiveness through informed reflection on your own practice and to enable you to thrive within a research-intensive university such as the University of Exeter.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. Demonstrate knowledge of, and contribute to, key debates about academic practice, at local, national and international level; 2. Demonstrate critical understanding of the organisational culture of the University of Exeter and the requirements placed on academic staff, and the ability to relate this to the broader social and political context of higher education in the UK and beyond 3. Demonstrate comprehensive understanding of selected techniques/methodologies applicable to academic practice in relation to areas such as teaching and learning, research, administration and external work; 4. Explore critically, with originality, an individual area, relating to the contemporary academic in context, relevant to your own practice |
Discipline-Specific Skills | 5. Demonstrate critical awareness of higher education policy and its implications for professional academic practice; 6. Demonstrate critical and analytical engagement with relevant literatures, and the capacity to evaluate the arguments of others; 7. Demonstrate critical awareness of similarities and differences in the cultures of different subject disciplines; |
Personal and Key Skills | 8. Engage in independent study informed by the presentation and analysis of materials and issues in group discussion; 9. Reflect on your own personal and professional values in relation to teaching and research, and their implications for practice; 10. Reflect critically on your own professional practice, including the relationship between your personal teaching and research plans; and 11. Prepare, select and organise material to present an extended study which communicates clearly and effectively. |
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.