Postgraduate Module Descriptor

EFPM917: APP End-Point Assessment

This module descriptor refers to the 2020/1 academic year.

Module Aims

In this module, we aim to enable you to find creative and research-informed ways of enhancing your academic and professional practice as underpinned by the knowledge, skills, values and behaviours (KSVBs) of the Academic Professional Apprenticeship standard. We aim to help you learn and develop through critically reflective practice by engaging with the Brookfield model of four lenses: autobiographical; students’ eyes; peer dialogue; and scholarship. The content of this module is guided by the roles you undertake in your employment at the University, and your case studies are developed from your experiences in the work place. This module also provides the framework for you to evidence your 20% off-the-job (OTJ) training and development in OneFile (portfolio).

You will examine your academic practice in the round through 28 core KSVBs, and you will select a teaching specialist or research specialist route (each have 5 additional knowledge and 5 additional skills) which culminates in a three part end-point assessment (see programme structure for further details).

From the Academic Professional Apprenticeship standard:

Teaching specialist route

Specialises in teaching and the support of student learning at undergraduate, postgraduate taught and research levels. Employees in this specialism exceed the core teaching abilities of an Academic Professional by playing a leading role in the development of current learning and teaching practice, pedagogical and assessment methodologies, advanced skill in supporting learning for diverse groups of learners, including those with learning disabilities, delivery of a high level of information literacy and the application of technologies in support of learning, promotion of independent learning skills and other teaching techniques. They will contribute to changes of practice by developing innovative forms of teaching for use with students who are working towards higher-level learning at levels 4 to 8 in the Framework for HE Qualifications in England, Wales and Northern Ireland, i.e. from HE Certificate to Doctorate level.

Research specialist route

Has the capacity to operate as a principal investigator, identifying research opportunities, competing for external funding, managing research projects and budgets and creating research outputs. Specialises in research activities, often within a research team addressing major challenges facing the world, or those of public or private funders and commissioners of research.  Employees in this specialism exceed the core research abilities of an Academic Professional by playing a leading role in wider research management, oversight and deployment of research-related funding, collaboration with external organisations and dissemination of research outputs. These are competences that reach far beyond the original contribution to knowledge in a defined field which is the prime focus of the research degree held by most academic professionals.

 

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. Demonstrate knowledge and understanding of a range of teaching, assessment and feedback methods used in higher education to support learning and achievement (CK1).
2. Demonstrate knowledge and understanding of how students learn and research is conducted, within their own and related disciplines and in inter-disciplinary or trans-disciplinary contexts (CK2).
3. Demonstrate knowledge and understanding of regulatory, administrative, financial, planning procedures, risk management, quality assurance and quality enhancement, and how they are related to their role in higher education (CK3).
4. Demonstrate knowledge and understanding of methods for evaluating the effectiveness of academic activities, such as teaching and the quality and impact of research (CK4).
5. Demonstrate knowledge and understanding of how to engage with relevant professional bodies and other external organisations to support their work (CK5).
6. Demonstrate knowledge and understanding of innovative approaches to undertaking their work to create interest, understanding and enthusiasm among their students, funders or stakeholders (CK6).
7. Demonstrate knowledge and understanding of the application of technological processes associated with effectiveness in their role within the HE sector (CK7).
8. Demonstrate knowledge and understanding of how to adapt delivery methods to support a range of needs (CK8).
9. Demonstrate knowledge and understanding of the principles of reflective practice and the methods for applying reflective practice to their own professional development (CK9).
10. Demonstrate an in-depth knowledge and understanding of current subject and pedagogic research which support the development of advanced practice in the learning environment (SRTK1).
11. Demonstrate an in-depth knowledge and understanding of complex information management and advanced digital literacy (SRTK2).
12. Demonstrate an in-depth knowledge and understanding of the subject knowledge base and the methods for facilitating learning through engagement with it (SRTK3).
13. Demonstrate an in-depth knowledge and understanding of the application of a wide range of technologies and digital skills in support of learning and teaching (SRTK4).
14. Demonstrate an in-depth knowledge and understanding of the methods required to develop curricula, monitor delivery and evaluate course, award and programme design (SRTK5).
15. Demonstrate an in-depth knowledge and understanding of current issues in the relevant disciplinary research literature (SRRK1).
16. Demonstrate an in-depth knowledge and understanding of research theories and the practical application of a full range of research methods (SRRK2).
17. Demonstrate an in-depth knowledge and understanding of relevant and up to date approaches to the management of research, including delivery to required timelines (SRRK3).
18. Demonstrate an in-depth knowledge and understanding of the application of a wide range of technologies and advanced digital skills in support of research (SRRK4).
19. Demonstrate an in-depth knowledge and understanding of Major funding streams and programmes in the relevant research field (SRRK5).
Discipline-Specific Skills1. Deliver higher education teaching of high quality through lectures, tutorials, practicals or seminars (CS1).
2. Use varying teaching styles depending on the learning environment and students’ needs (CS2).
3. Develop research questions and hypotheses prior to undertaking research in their subject discipline. (CS3)
4. Analyse, synthesise and use critical thinking in the conduct of research (CS4).
5. Supervise and mentor students and peers to develop knowledge in their subject discipline (CS5).
6. Manage their own continuing professional development (CPD) in subject disciplines and pedagogy, incorporating research, scholarship and professional practices (CS6).
7. Self-management through preparation and prioritisation, time management, responsiveness to change, and achieving a work-life balance (CS7).
8. Communicate orally and in writing and collaborate effectively, to manage people, processes or teams (CS8).
9. Use digital technologies effectively to develop and disseminate knowledge and understanding of subject disciplines (CS9).
10. Share ideas and evidence with students, peers, policy makers and private and public organisations (through a variety of channels including publication and teaching) and collect evidence of the impact of their work, (including through student surveys or citations) (CS10).
11. Implement approaches to academic practice that are informed by equality and diversity (CS11).
12. Play a leading role in the development and deployment of innovative teaching and assessment techniques to deliver HE teaching of high quality across a wide range of modules and to all levels (SRTS1).
13. Develop innovative HE course materials, monitor delivery and evaluate course, award and programme design (SRTS2).
14. Design a wide range of teaching environments to facilitate student learning and engagement (SRTS3).
15. Integrate subject and pedagogic research into teaching and scholarly activity to enhance teaching and support changes of practice (SRTS4).
16. Analyse and synthesise information and use critical thinking to share insight into their pedagogy and discipline area and improve engagement with excellence initiatives (SRTS5).
17. Frame research questions and methodology in the context of competitive proposals for research funding (SRRS1).
18. Undertake effective management of research projects and budgets, assess risks and apply for ethical approval where required (SRRS2).
19. Produce intellectual insight and innovations in their own discipline to be shared with students, peers and wider stakeholders (SRRS3).
20. Author or co- author of publications and disseminate through a wide range of media (SRRS4).
21. Develop and sustain links with industry and other external organisations to grow collaborations and develop opportunities to access funding (SRRS5).
Personal and Key Skills1. Be mindful of ethical, sustainable and inclusive practices and equality of opportunity to a professional standard (CVB1).
2. Be mindful of the need to continuously develop their knowledge and insight in relation to career management, responsiveness to opportunities, networking, reputation and esteem (CVB2).
3. Be mindful of the need to commit to CPD in relation to relevant contemporary issues such as: student employability and graduate employment destinations, ethics and sustainability, academic integrity, legal compliance and intellectual property, respect and confidentiality, and health and safety (CVB3).
4. Be mindful of the need to consider evidence-informed approaches and the outcomes from research, scholarship and CPD to inform their own professional practice (CVB4).
5. Be mindful of the wider context (policy, economic, societal, technological, legal, cultural and environmental) in which higher education operates, recognising the implications for professional practice (CVB5).
6. Be mindful of the need to seek opportunities to network, to practise public engagement and to communicate effectively (CVB6).
7. Be mindful of the need to be enthusiastic, self-confident, and self-reflective to operate effectively in the role (CVB7).
8. Be mindful of the requirement to persevere, have integrity, be prepared to take responsibility, to lead, mentor and supervise (CVB8).