ma values-led leadership validation

MA Values-led Leadership

VALIDATION

Validation Documentation 2018/19: MA Values-led Leadership Page 1

CONTENTS

The contents listing reflects the required order for the presentation of the documentation

Rationale Pages 2-4

Programme Specification(s) Pages 5-35

Curriculum Map(s) Pages 36-39

Assessment Map(s) Pages 40-41

Module Data Sets Pages 42-63

Resources Statement Pages 64-65

Appendices*

Programme Proposal Form Pages 66-82

Appendix 1: Inclusive Practice Audit Pages 83-87

Appendix 2: Sample Assignment Briefs Pages 88-113

Appendix 3: Staff CVs Pages 114-135

Appendix 4: Comments from External Specialists Pages 136-137

Appendix 5: Evidence of Student Involvement Pages 138-139

Appendix 6: Site Visit Report and Minutes of Collaborative Strategy Pages 140-147 Committee

Appendix 7: Operational Overview Pages 148-150

Appendix 8: Critical Friend Report Pages 151-154

Appendix 9: Faculty Stage Sign Off Form Pages 155-157 * to include any other contextualising documentation deemed appropriate by the Chair of the Faculty Stage and/or Deputy Registrar


RATIONALE


Rationale for the proposed MA Values-led Leadership:

This new MA will provide a space for leaders to reflect on the values that form the basis of their

practice and vision for themselves as a leader within education The modules within the MA Values-led Leadership pathway enable practitioners to research their

educational influences in their leadership practice and to contribute to leadership knowledge,

skills and practice, whilst developing and understanding their ontological values. These values are used as explanatory principles and standards of judgement in their contributions to

leadership knowledge. Living Theory research methodology incorporated within the modules supports research into practice in light of values, as students offer their own living-educational-

theory as an explanation of their educational influences to the educational knowledge base (Whitehead, 2010)

The innovative focus of the programme has an emphasis on asking, researching and answering questions of the kind, ‘How do I improve my leadership practice?’ The course offers a focus on

generating and sharing evidence-based explanations of the educational influences of leadership practice in the learning of self, learning of others and in the communities within which the

leadership practice is located. MA students will act as a validation group for each other’s

research. This will support the interactive poster assessment.

With a minimum group size of 16 students will support challenge, discussion and clarification of professional values in practice. Students are supported through a student-centred, student-led,

evidence-based, research-informed, problem-based learning (PBL) approach to learning. Cleaver, Lintern and McLinden (2014) extensively discuss the value of PBL and the benefits it

can bring to students (and staff) in that it often has a ‘transferable’ value and avoids duplication of action, which is crucial for busy practitioners.

The range of assessment methods supports the development of a range of student’s academic research skills. Students will have the opportunity to work with European Journal of Living

Theories to publish their own researched living-theory. The values-led focus of this MA is complimentary to the competency based professional development offered through NPQML/ SL/

H and complementary to the competency based leadership training provided through NPQ ML/SL/H it will support the professional development of values-led leaders for the future and will

support career development of middle and senior leaders.

The MA can be delivered, subject to Newman University’s EPA, across schools in a MAT,

focusing on the core values promoted by the MAT and ensuring the development of leaders for the future. Values-led practice is at the heart of this MA and not just the focus of a single

module. The Learning Institute promote the ‘Learning Paradigm’ stressing the need to generate

learning, rather than the traditional ‘Instructional Paradigm’ which emphasises the delivery of content. The ‘Learning Paradigm’ empowers learners, who are recognised as discoverers of

knowledge and gives the construction of discovered knowledge greater prominence than that of content. Experiential learning, rooted in Kolb (1984), is critical for our students as it aids

reflective practice which is essential for any educational professional who is an effective

practitioner. Barlow, Acroyd and Phillips (in Hartley et al, 2011) link this to the four stage cycle of concrete experience and this consolidates reflection. This four stage process encourages

reflection in relation to our own assumptions towards learning.

Consequently, problem-based learning is a typical model used in the programme,

advocating student-led learning which is facilitated by tutors, as are active enquiry, research, reflection and experiential learning. Other examples of small-group teaching are also used, such

as the use of seminars, snowballing, role play, step-by-step discussion, syndicates and tutorials. questioning, particularly Socratic questioning techniques, active listening and responding are

also used for small-group teaching. Socratic questioning promotes higher order thinking skills which are essential in order to maximise teaching and learning opportunities (Hattie, 2014). This

is an acknowledged and successful way of addressing student misconceptions which can lead to


a change of view. Considering misconceptions through ‘sensitive challenge’ (Hattie, 2014, p.40),

careful teaching and tutor guidance is very helpful to students.

There is a wide range of resources available for students’ learning, including on-line materials for each module, web-based information and the online resources provided in the library.

Module information will direct students to specific sources, but there is an expectation,

particularly at level 7, that students will research their own sources in order to enhance their achievement of the learning outcomes for the programme. They learn from experience (Moon,

2009) For many students this is an experiential work-based learning programme that takes place alongside, and complements, employment. In some cases, the learning experience is an

arrangement negotiated by students, tutors and sometimes the employer. In line with a

student-centred and student-led approach, students are encouraged to value other programme members as a key resource to access peer support, in addition to tutor support, enabling them

to theorise and articulate their understanding through seminar participation and discussion.

TO BE INCLUDED AT THE END OF THE RATIONALE/CRITICAL REVIEW: I confirm that the Programme Specification(s) and all Module Data Sets provided in this document are compliant with the requirements of the Consumer Rights Act 2015 and the guidance of the Competition and Markets Authority on the application of consumer law to the HE sector in the UK, and that all associated information relating to the programme, in any form, reflects the validated content:

Signed (Programme Leader): Date:


PROGRAMME SPECIFICATION




1. Programme Title(s): Master of Arts in Values-led Leadership

2. Available Awards:

Postgraduate Certificate Values-led Leadership

Postgraduate Diploma Values-led Leadership Master of Arts Values-led Leadership

3. Entry Requirements:

An Honours degree in a relevant subject area from a UK university or an overseas university

agreed by NARIC as equivalent and subject to ILET and EU requirements. Consideration will be given to students with lower level qualifications who have a relevant range of professional

experience. Professional experience that equates to degree level will be considered by the Programme Team. If some non-graduates are to be considered pre entry tasks will be

considered and used at the co-ordinator’s discretion.

Students may also enter with up to 30 level 7 credits (only in relation to VLM702

Professional Enquiry: Improving Practice with Living Educational Theory research) via the Recognition of Prior Learning (RPL). The MA Values-led Leadership is open to graduates

who are engaged in a professional setting and/ or graduates interested in values-led leadership.

The MA: Values-led Leadership is open to graduates who are

The MA awarded is a named MA Values-led Leadership.

4. Aims of the Programme:

The focus of this MA Values-led Leadership is to explore approaches to values-led leadership within settings. Current research, statutory requirements, legislation and policy will be used to

inform and explain the core principles of values-led educational leadership. Students will critically reflect on and evaluate the values underpinning their leadership and how these are

lived, as well as the impact of different approaches to leadership and models of leadership

within their setting and the wider community.

Through focused professional enquiry students will reflect and define the values that underpin their practice as an educational leader. These values will be used as explanatory principles and

standards of judgement in their living-educational-theories.

1. Provide a programme of high quality masters level study in values-led Leadership grounded in personal reflection and the critical evaluation of contemporary practice and educational

research;


2. Create a positive learning experience that is responsive to individual needs and interests and

enables collective reflection and analysis;

3. Ensure a learning environment where educational values, practice, experiences and ideas can be explored both individually and collectively;

4. Promote an environment for masters’ level studentship based on rigorous scholarship and research;

5. Enable independent student study through self-direction, self-reflection and judgement in

identifying ontological values underpinning leadership practice;

6. Support student study through a range of teaching and assessment strategies and blended

learning resources;

7. Enhance students’ professional and/ or academic development through the systematic and critical analysis of relevant knowledge, understanding and skills;

8. Facilitate self-direction and originality in tackling and solving problems, and the ability to act autonomously in designing, planning, implementing and critically analysing and evaluating at

masters level in specialist areas.

5. Education for Sustainable Development:

Where and when in the

programme are students encouraged to:

Consider what the concept of

global citizenship means in the context of the discipline and in their

future professional and personal lives?

The research design module VLM701 touches this in

terms of international research and international comparisons.

VLM702 Professional Enquiry: Improving Practice

with Living Educational Theory Research: The

module offers students the opportunity to critically and creatively examine a range of perspectives and theoretical

frameworks relevant to their field of practice and use these to inform the design, implementation and evaluation

of their efforts to improve practice professionally. Students

will be supported to create a valid account of their living-educational-theory. Their living-educational-theory is their

values-based explanation of their educational influence in their own learning, the learning of others, and the learning

of social formations within which they live and work.

VLM704 Leading Change: Social Change, Social

Movement, Social Justice believes that Global citizenship is approached through a look at ethical, moral

and dialogic leadership both in sessions and in the assessment. There is emphasis on the necessity to

embrace diversity, internationalisation of the curriculum

and thoughtful enhancement of the professional self.




Consider what the concept of

environmental stewardship means in the context of the

discipline and in their future professional and personal lives?


with Living Educational Theory research: The module offers students the opportunity to critically and creatively

examine a range of perspectives and theoretical frameworks relevant to their field of practice and use

these to inform the design, implementation and evaluation

of their efforts to improve practice professionally. Students will be supported to create a valid account of their living-

educational-theory. Their living-educational-theory is their values-based explanation of their educational influence in

their own learning, the learning of others, and the learning


VLM704 Leading Change: Social Change, Social Movement, Social Justice any leader or practitioner is

an environmental steward (looking after the system/s and the people in/with which they operate) and this is

emphasised mainly through looking at resilience,

resourcing and supporting fast changing systems. We consider Appreciative Inquiry on the module as an

ecologically-friendly example of organisational change that has a direct impact on the well-being of staff and students

in any organisation, and hence also on the system.

Think about issues of social justice,

ethics and wellbeing, and how these relate to ecological and economic

factors?

The research design module VLM701 considers this with

regards to research, ethics and values.


with Living Educational Theory research The aim of this module is to critically and creatively

examine a range of perspectives and theoretical frameworks relevant to the student’s field of practice and

use these to inform the design, implementation and

evaluation to improve practice professionally. Students will be supported to create a valid account of your living-

educational-theory. Their living-educational-theory is their values-based explanation of their educational influence in

their own learning, the learning of others, and the learning


VLM703 Values-led Leadership: The focus of this module is to explore approaches to values-led leadership

within (educational) settings. Current research, statutory requirements, legislation and policy will be used to inform

and explain the core principles of values-led educational

leadership. Students will critically reflect on and evaluate the values underpinning their leadership and how these

are lived, as well as the impact of different approaches to leadership and models of leadership within their setting

and the wider community.




VLM705 Dissertation within individual Dissertations

students may ask how material effects of class, gender, 'race' and dis/ability inter-relate and shape the experiences

and outcomes of education in a variety of settings. Dissertation students have the opportunity to articulate

why a chosen research issue is relevant to their

professional practice and how this, in turn, is an ethical issue.


with Living Educational Theory research. This

module enables students to reflect on research on professional practice by analysing and reviewing different

forms of research on professional enquiry. Following ethical approval and justification of research methodology

and methods students reflect on the ethical implications of

their research. Students have the opportunity to critically review how ethical considerations have been embedded

throughout their research design and processes of research.

VLM703 Values-led Leadership: social justice is key to

a modern, sustainable and dynamic educational

leadership, as well as ethics and wellbeing. The impact of this on ecology and economics is brought on by the

students considering their role in educational organisations and proposing ways in which they and the system/s could

be changed or adapted to cope with hyper-diversity, fast-

changing policies and priorities, taking into account the needs of communities around them. We also look at

models from abroad, including indigenous models of education that pursue sustainability, rather than just short

term gain.




Develop a future-facing outlook;

learning to think about the consequences of actions, and how

systems and societies can be adapted to ensure sustainable

futures?

The research design module VLM701 considers this with

regards to research, ethics and values. Students will research ideas and their outcomes, reflecting upon the

subsequent consequences.

This module will provide students with the opportunity to

demonstrate a critical understanding of the principles underpinning effective research designs in education and

the social sciences at Master’s level. Beginning with a reflective approach to their own ontological and

epistemological values in relation to both their research

design and established research paradigms, students will explore issues of research methodology, ethics and

understanding in relation to a chosen field, to enhance and inform professional and/ or academic practice.

Students will relate their chosen issue critically to current literature and need to critically analyse the validity,

reliability and appropriateness of their research processes.

Students will design a research project, which will include a framework for the collection and analysis/interpretation

of primary data.

VLM703 Values-led Leadership: students on the module are encouraged to build journals and action plans

in which they consider future issues that may arise in this fast-changing world and how they, as professional and

ethical individuals, can adapt. The Appreciative Inquiry promotes this as it is about changing cultures so that they

become more receptive to learning and developing more

sustainable ways of being and coping with ‘unknowns’. Responsible leadership is emphasised on the module and

consequences that might arise from actions or decisions are discussed regularly. One adaptation discussed

regularly is collaborative partnership working (including

JDP and action learning/research) that seek to develop from learning together and respecting the needs of the

communities served.

This is also addressed in VLM704 Leading Change:

Social Change, Social Movement, Social Justice where there will be a focus on developing professional

relationships, networks and learning contexts which establish an environment in which change can happen and

becomes part of the sustainability of schools.

6. Summary of Programme (for HEAR and Key Fact Sheet):

Students who undertake this course will focus on enhancing their academic and/or professional development and expertise, through the analysis of recent and relevant theory, policy and

research. Students will systematically review and critically analyse aspects of knowledge,

understanding, values and skills. This programme is appropriate for graduates working within an educational context with a leadership responsibility and graduates wising to develop their

knowledge and understanding of educational issues in a leadership role. Students will also be able


to use their values as standards of judgement in their research. These values-led leadership skills

will enhance students’ employability and also further develop their reflective skills.

Structure

The MA Values-led Leadership is designed to support students’ capacity to critically consider,

develop and enhance their working practices in light of their professional values. The programme consists of modules that are aimed at developing the academic knowledge and skills of students

which allows them to gain the breadth of understanding required to be critically reflective of their working practices. The modules are designed to enhance and challenge professional values and

knowledge leading to reflection and action. The programme can be completed part time in 3 years.

Modules will be delivered using a blended delivery approach, meaning an emphasis towards online teaching methods and distance learning, alongside subject-specific tutor support (i.e. online and/or

face-to-face).

Content

The modules included within the MA focus upon professional leadership values through generic

work-related, in educational setting, themes such as: personal development planning, critical reflective practice and work-based projects. All students (apart from those completing the PG Cert)

are required to complete a research design module, VLM701. The master’s degree culminates with

a 15,000 word research project, which allows students to develop their own work-based project through independent research and tutorial support with a designated subject-specific research

project supervisor. Students will develop their ability to reflect through taught modules and their own research. This will be particularly apparent in EDM 702 and EDM704. Reflecting upon their own

practice will enhance their abilities and their professional development.

Skills

By participating in postgraduate programmes, such as this MA Values-led Leadership, students will

have the opportunity to further enhance their employability through advancement of their

professional values, knowledge, skills and personal attributes, such as: The skills needed to conduct postgraduate study are likely to include: information management, self-direction, taking initiative,

decision-making, time management, seeking support where necessary, critical analysis, research and reflective practice. Specifically, students will be required to carry out independent work, and in

doing so, they will become autonomous in managing their own workloads, in taking initiative, in

working effectively and efficiently to deadlines, and managing detailed projects.

Destinations

The MA Values-led Leadership is intended to cater for adult learners in employment (normally in

professional settings) or volunteering in one. However, through participation it is anticipated that students will be able to seek career enhancement via a development of their expertise and subject

knowledge within their current (or future) profession.

In line with the aims of the programme, students are provided with opportunities to develop the

skills needed to become independent life-long learners and critical thinkers, who are able to challenge assumptions through the clarity of their professional values and engage with evidence

and practice in informed ways. Race (2014) identifies the need for students to engage in teaching to make sense of it themselves and to experience experiential learning for themselves.

The MA Values-led Leadership is a modular programme and can be taken part-time, the majority of sessions are during evenings and weekends. All sessions are delivered in English. The programme

team comprises of members of academic staff with Master’s/ Doctoral qualifications, who have experience of a successful leadership role with in an education setting and who have a range of

relevant research interests. 30 credit modules require 300 hours of study and the 60 credit


dissertation requires 600 hours of study. For further information regarding modules, please refer to

the Module Data Sets.

In relation to the full Masters award it is preferable that students enrol on the full MA and do not just register for individual modules. Students need to be on the correct combination of modules if

they wish to work for a PG Certificate. This is crucial if they are to exit with the intended

qualification, and assists their funding. Only students taking the full 180 credits are eligible for SLC funding. At each examination board combinations of successfully completed modules will be

checked for PG Certificate eligibility.

External reference points used as appropriate (programme designed in the light of) and

professional body requirements.

QAA Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (October 2014)

QAA Master's Degree Characteristics (September 2015)

QAA Subject Benchmark Statements QAA Education for Sustainable Development: Guidance for UK Higher Education providers (June

2014)

7. Intended Learning Outcomes and Teaching, Learning and Assessment Methods Used:

INTENDED LEARNING OUTCOMES

TEACHING METHODS HOW DEMONSTRATED

A. Knowledge and Understanding

A1. Demonstrate a systematic understanding of

knowledge, and a critical awareness of current

problems and/or new insights, much of which is

at, or informed by, the

forefront of their chosen educational focus area.

Students will be involved in co-participatory discussions

in which they be invited to reflect on experiences and

critical incidents in their professional

biographies. Through

discussion students will be directed to contemporary

research, evaluations, policy reports, scholarship and

examples of practice in

educational settings.

Students will be introduced

to/taught strategies for the scoping and application of

key literature, techniques in writing for academic

purposes, reading strategies,

principles of effective research design and

extended writing.

Through taught sessions and

individual tutorials critical dialogues will be

All students will be assessed via coursework assignments

against intended learning outcomes in a variety of

modes across relevant modules, as detailed in

Module Data Sets.

A2. Demonstrate a

comprehensive understanding of techniques

applicable to their own research or advanced

scholarship.

A3. Demonstrate originality in the application of

knowledge within their chosen educational issue.

A4. Demonstrate a practical

understanding of how established techniques of

research and enquiry are

used to create and interpret knowledge in education.

https://sharepoint.newman.ac.uk/supp/quality/Programme%20Approval%20%20Review/QAA%20Frameworks%20for%20Higher%20Education%20Qualifications%20of%20UK%20Degree-Awarding%20Bodies%20(October%202014).pdf


http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-Guidance-June-14.pdf

http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-Guidance-June-14.pdf


INTENDED LEARNING

OUTCOMES


facilitated by course tutors.

A5. Demonstrate

conceptual understanding that enables the student;

- to evaluate critically current research and

advance scholarship in the

discipline - to evaluate methodologies

and develop critiques of them and, where

appropriate, to propose new

hypotheses.

These are designed to

advance student evaluation of education and

professional practices, justifications for research

design and approaches

to educational enquiry.

B. Subject Specific Skills, including practical and professional skills

B1. Evaluate critically current theory, literature,

research, advanced

scholarship and methodologies in education.

Session teaching methods will include: problem-based

and student-led learning,

small group teaching strategies, seminars,

workshops, case-study based activities,

collaborative tasks, student presentations, review and

analysis, guided reading and

research; supported self-study, directed tasks,

independent study, individual and group

tutorials.

All students will be assessed via coursework assignments

against intended learning

outcomes in a variety of modes across relevant

modules, as detailed in Module Data Sets.

B2. Deal with complex

issues both systematically

and creatively, and make sound judgments in the

absence of complete data, as appropriate.

C. Advanced Skills and Experience

C1. Clearly and accurately

communicate their conclusions to specialist and

non-specialist audiences, ensuring that the work has

been proofread carefully and

referenced appropriately using the Harvard system.

The nature of master’s level

study and the ability to meet students’ diverse needs

necessitates a range of learning, teaching and

assessment methods and a

blended mode of delivery.

Most students will have already completed a degree

and, as such, they will be

expected to demonstrate the practical ability to actively

engage in directed and independent study and

All students will be assessed

via coursework assignments against intended learning

outcomes in a variety of modes across relevant

modules, as detailed in

Module Data Sets.

C2. Demonstrate independent learning, self-

direction and originality in

tackling and solving problems, and act

autonomously in planning and implementing tasks at a

professional or equivalent

level.


INTENDED LEARNING

OUTCOMES


C3. Exercise initiative, personal responsibility and

decision-making skills in complex and unpredictable

situations, as appropriate.

research.

E-learning will be a key feature of the student’s

experience. They will have

access to IT and e-learning support at The Learning

Institute, in order to facilitate the development of

advanced skills and experience; the exchange of

ideas and information

between tutors and other students; and to access

resources, activities, advice, and assessment details.

Session teaching methods will include: problem-based

and student-led learning, small group teaching

strategies, seminars,

workshops, case-study based activities,

collaborative tasks, student presentations, review and

analysis, guided reading and research; supported self-

study, directed tasks,

independent study, individual and group

tutorials.

Students will be offered the

opportunity to engage in extra-curricular activities,

including undertaking student representative work,

supporting University events

and participating in social and cultural activities.

C4. Continue to advance their knowledge and understanding.

8. Programme Structure and Requirements:

MODULE

CODE

MODULE TITLE SIZE/

CREDITS

SEMESTER CORE/

OPTIONAL

VLM701 Research Design: Methodology and Methods

30 1 Core

VLM702 Professional Enquiry:

Improving Practice with Living Educational Theory Research

30 2 Core


VLM703 Values-led Leadership 30 1 Core

VLM704 Leading Change: Social

Change, Social Movement, Social Justice

30 2 Core

VLM705 Dissertation 60 Year long Core

The modules will continue to be rooted in enhancing professional practice within work-based

learning. All assessment will be carried out through the medium of English and there will be no exceptions. All modules are subject to The Learning Institute’s internal moderation process and

scrutiny by the extermnal examiner for the programme.

INTERIM AWARDS MODULES COMPLETED CREDITS

Postgraduate Certificate in Values-led Leadership

To gain this award, students complete: VLM703 and VLM704.

60 credits

The Postgraduate Certificate in Values-led Leadership may be taken as stand-alone award, in

addition to an interim award.

Only one Postgraduate Certificate can be attained as an interim or stand-alone award and this will be Postgraduate Certificate in Values-led Leadership. The named Postgraduate certificate

will be awarded upon successful completion of the two named modules relevant to the award:

VLM703 and VLM704.

This will not be the first two modules completed. This will be tracked by The Learning Institute and Newman University.

Students can exit with a Postgraduate Diploma Values-led leadership on completion of 120 credits. This is an exit award only, not an interim award. To gain this award, students must

complete: VLM703 and VLM704.

Students who complete the final dissertation and have 180 credits will achieve the MA Values-

led Leadership.

FINAL AWARDS

MODULES COMPLETED CREDITS

Postgraduate Certificate

Values-led Leadership

To gain this award, students complete:

VLM703 and VLM704

60 credits

Postgraduate Diploma

Values-led Leadership (EXIT award only)

To gain this award, students must complete

120 credits.

120 credits

MA Values-led Leadership To gain this award, students must complete

180 credits.

180 credits

Assessment activities have been designed to: enable students to demonstrate achievement in a range of assessment modes;

offer appropriate academic challenge at masters level;

ensure scope for reasonable adjustment for students with learning difficulties and/ or

disabilities;

enable fair and equitable access to assessment tasks for all students.


9. Assessment Strategy:

The assessment strategy includes a range of assessment methods to ensure that the intended

learning outcomes are accurately and fairly assessed for a level 7 qualification. The MA Values-led Leadership programme includes assessment activities such as projects focused on work,

research investigations, reports, presentations and portfolios. Hence, assessment on modules

has been planned to support students in conducting work-based tasks and research. For example, VLM701 Research Design: methodology and methods requires students to plan a piece

of research relevant to their professional setting and needs. It relates theory to practice in an educational setting and they demonstrate critical understanding. This provides students with a

good grounding for their dissertation. VLM702 Professional Enquiry: Improving Practice with

Living Educational Theory research is designed for early career professionals and provides them with an opportunity to explore their professional practice and individual needs.

Modules within the programme will include both formative and summative assessment of

students’ learning. These assessment methods aim to support the students learning and to provide feedback on their current strengths and areas for development. The formative

assessment strategies are designed to aid students’ performance in future assessments. They

offer opportunities to students by providing a coherent and relevant learning experience in themselves, as well as giving students the opportunity to demonstrate that they are able to

meet the learning outcomes for each module and achieve the programme aims. The summative assessment will provide evidence of the level that the students have gained within the module.

Alternative modes of assessments are made to accommodate the needs of individual students, whilst still meeting the intended learning outcomes of the modules.

10. Subject Assessment Marking Criteria:

The MA Values-led Leadership is using the University’s M level marking criteria which is shown below. As a part of this certain expectations were established.

Newman University Masters Assessment Criteria

Students’ work will be marked in accordance with the Newman University Masters Assessment

Criteria, which will be used to provide individual feedback by the MA Values-led Leadership module tutors that will include an identification of strengths of the work and areas for

development.

These generic assessment criteria form the basis for the assessment of all students undertaking

level 7 programmes. Their objective is to explicitly establish comparability of approach and standards across the level 7 provision. They draw on the Framework for Higher Education

Qualifications and theoretical literature on student outcomes.

1. All criteria at pass and above are expressed in positive terms i.e. what the student has done

to achieve the grade, rather than what has been omitted; and this should be reflected in course- or item-specific versions. For example, the description for a pass should not be

expressed in terms of what the work lacks compared with a merit. Nevertheless, there is an extent to which the categories might build on one another. Thus merit work might add

analytical complexity to the comprehensive coverage provided to address pass criteria. This is conveyed to the students via electronic feedback for all modules and the use of highlighted

feedback grids identifying where the student is at and what is needed to aid progression.

2. The structure of the criteria here purposefully talks about approaches to learning as well as

outcomes. This discussion of process should continue into more specific criteria in order to convey to students the approaches to assessment and learning that we seek to encourage

and reward through these criteria. The criteria are intended to begin to answer the

fundamental questions ‘what must I do? What is expected of me to gain such a grade/


award/ etc?’ but do so by also raising questions about ‘How should I approach and think

about work at this level?’

The format of these criteria might suggest a clear hierarchical system with discrete categories. The complex nature of work at this high academic level, however, cannot be reduced to simple,

clear-cut characteristics. In practice, work can often demonstrate attributes of many categories

at the same time. The eventual decisions as to where to place the work in relation to the criteria is a matter of the tutor’s academic judgement, tested and assured by the application of

University moderation processes and external examiner arrangements.

Approaches to, and conceptions of, learning at Masters level:

These criteria are based on research which suggests that students’ approach to, or

conceptualisation of, learning significantly shapes their outcomes. These might broadly be characterized as moving from a conception of learning as acquiring, collating and re-presenting

value-free, factual information and expert opinion through to learning as formation and self-

actualization, in which the student is establishing his/her own position and values in relation to a [super]complex world, taking active responsibility for their judgments and operating

purposefully and autonomously. It is, therefore, useful to set out how these approaches might be expected to manifest themselves for the various grade bands. The students’ approach and

conception of learning would be expected:

• at Pass grade to be systematically collecting a comprehensive range of expert opinion,

prioritising the acquiring of specialised material, skills or procedures as needed, and ordering

them into relevant categories. For these students, evaluation is about being able to choose between many complex equally valid, or equally uncertain, alternative expert answers or

proposed methodologies. Masters level is seen as an acquisition and critical evaluation of contested fields of knowledge. Satisfactory practice would be expressed as recognizing and

following the different but appropriate conventions for different settings, being able to explain

how these conventions apply, practical understanding of current techniques, and accepting accountability in decision making in the light of these conventions. Castle (2010) considers

how these skills are gradually explored and eventually established, requiring exploration and consolidation. All students will go through this stage which is essential to allow them to

develop their abilities and to achieve a higher grade. It is about ‘learning to learn’, (Hughes, in Campbell and Norton, 2007) and developing their self-concept of a learner in higher education.

• at Merit grade to demonstrate active abstraction of meaning and synthesis of complex and specialized material in developing an interpretation of the task or evidence. For these students,

evaluation is about forming, building and substantiating a critical judgement - even in complex situations where the research evidence is partial – and critiquing the evidence base and

methodologies used to create knowledge in the discipline. The conception of satisfactory

practice at this grade is about being able to explain the evidence and value base for practice and why rules, protocols or practices are appropriate. McAteer et al (2010) believes that this

builds upon reflective thinking, for students, and further development of it leads the student to develop their own voice which is important at merit grade. Students take responsibility for

their own learning, are proactive in their professional role and demonstrate self-direction and

initiative.

• at Distinction grade to demonstrate the ability to develop appropriate creative, independent interpretations and/or evaluations of the task or evidence informed by command of their

specialist area. Students are able to appreciate the relationships between knowledge or insights derived from a particular task and perspectives beyond the areas under immediate

consideration. For these students, evaluation is about the formulation of complex personally

meaningful judgements on the basis of current research and advanced scholarship, including the critiquing of established research methodologies and proposing of alternative hypotheses

and approaches. This is defined as a deep approach by Entwistle (2009, p. 29) and strongly links to the development of personal identity and a ‘distinctive’ way of thinking. Learning has

relevance and meaning for the student beyond its own discrete sphere. The student has


grasped the ‘bigger picture’ and is comfortable in it (Moon, 2009, p.153). The conception of

effective practice will be evidence-informed but will embrace personal values and involve challenging established protocols and practices. It will demonstrate originality in addressing

professional challenges. The key defining characteristic of work at Masters level is that it is informed by issues and insight at the forefront of the discipline, field or area of professional

practice. Whatever their approach to learning, students will be expected to demonstrate

command of a complex and specialized area of knowledge, skills and practice, allowing them to conduct research and to act autonomously and responsibly in their professional setting.


Headings drawn

from the Framework for

Higher Education Qualifications

(QAA, 2014)

Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%

Understanding of

knowledge and issues in the

discipline or area

of practice

Demonstrate an

advanced level of sophistication in the

critique of knowledge

at the forefront of the discipline,

commensurate with the expectations of

peer-reviewed publication.

Demonstrate an

advanced level of critical insight in the

evaluation of

knowledge and an awareness of

current problems and/or new insights,

at the forefront of their academic

discipline, field of

study or area of professional

practice. Ability to make connections

beyond their

immediate disciplinary/

professional sphere.

Systematic

evaluation of knowledge, and

critically analytical

awareness of current problems

and/or new insights, informed

by, the forefront of their academic

discipline, field of

study or area of professional

practice.

Systematic

collation and comprehension of

knowledge, and

descriptive analytical


and/or new insights, some of

which is at, or

informed by, the forefront of their

academic discipline, field of

study or area of

professional practice.

Understanding and

awareness of some relevant knowledge

and issues, some of

which is at the fore-front of the

discipline or area.

Limited awareness of

relevant knowledge and issues, uninformed

by material at the fore-

front of the discipline or area.

Understanding of

research and

scholarship

Demonstrate an ability

to analyse, evaluate

and challenge received approaches

and generate defensible

techniques applicable

to their own research or advanced

Demonstrate

fluency in critically

evaluating techniques

applicable to their own research or

advanced

scholarship and introduce relevant

Show a

comprehensive

understanding of techniques


advanced

scholarship. Good use of Harvard

Demonstrate an

ability to evaluate

techniques applicable to their

own research or advanced

scholarship.

Appropriate use of Harvard

Some

understanding of


own research and scholarship. Errors

in Harvard

referencing.

Limited or mistaken

understanding of

techniques applicable to their own research

and scholarship. Limited understanding

of Harvard referencing.


Headings drawn



(QAA, 2014)

Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%

scholarship,


peer-reviewed

publication. Excellent use of

Harvard referencing.

approaches from

their cognate area. Very good use of

Harvard

referencing.

referencing. referencing.

Application of

knowledge and

understanding research

methods

Demonstrate

exceptional originality

in the application of knowledge including

that from beyond the discipline/cognate

area. An advanced

ability to challenge and enhance

established techniques of research and

enquiry used to create and interpret

knowledge in the

discipline/cognate area.

Demonstrate

distinctive originality

in the application of knowledge,

together with a critical

understanding of

how established techniques of

research and enquiry are used to

create and interpret knowledge in the

discipline.

Critical application

of knowledge,

together with a practical and

theoretical understanding of

how established

techniques of research and

enquiry are used to create and

interpret knowledge in the

discipline.

Standard

application of

knowledge, together with a

practical understanding of

how established




discipline.

Partial application of

knowledge and/or

limited understanding of


enquiry in the

discipline.

Inappropriate

application of

knowledge and/or misunderstanding of

techniques of research and enquiry in the

discipline.

Conceptual

understanding and critical

evaluation of research and

Original and

challenging thinking about ideas at the

forefront of the discipline. The ability

Conceptual

understanding that enables the student

to deal with complexity and

Good conceptual

understanding that enables the

student to evaluate critically current

Conceptual


student to analyse current research

Some patchy

conceptual understanding that

enables the student to analyse current

Little conceptual

understanding that enables the student to

analyse current research and advanced


Headings drawn



(QAA, 2014)

Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%

scholarship in

the discipline.

to deal with super-

complexity and limitations of data to

propose novel ideas

and approaches.

make sound

judgements in the absence of

complete data from

current research and advanced

scholarship in the discipline. Some

original and critical thinking

research and

advanced scholarship in the

discipline.

and advanced

scholarship in the discipline.

research and


discipline.

scholarship in the

discipline.

Conceptual


evaluation of

methodologies.

Conceptual

understanding to challenge existing

methodologies and

paradigms to propose innovative

approaches.

Conceptual

understanding to critique research

paradigms, enhance

methodologies and propose new

hypotheses.

Good conceptual


student to critically

evaluate methodologies and

develop their own hypotheses.

Conceptual


student to choose

appropriate methodologies;

identify their strengths and

weaknesses; and construct

hypotheses.

Some

understanding of methodologies and

the nature of

hypotheses.

Conveying little or no

understanding of methodologies or

defending

methodological choices.


Headings drawn



(QAA, 2014)

Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%

Qualities and

Transferable Skills: Writing skills,

communication,

problem-solving initiative,

responsibility, decision-making,

presentation and independence.

Excellent ability in

writing and communicating

conclusions. Excellent

problem-solving and presentation skills.

Full initiative and responsibility taken for

written research. Excellent use of

standard English,

which is authoritative, using a wide ranging

and precise vocabulary.

Persuasive writing

and communication of ideas choosing

and deploying the

best available media.

Demonstrates very effective

presentation and problem-solving

skills. Capable,

autonomous learner. Very good

use of standard English which is

clear and

persuasive.

Ability to write and

communicate ideas to both specialists

and non-specialists

through a variety of appropriate

formats with effective

presentation. Self-direction and

initiative in

problem-solving. Good use of

standard English which is

linguistically and

structurally clear

Communicate ideas

using the required format,

presentation and

written academic protocols. Exercise

personal responsibility in

decision-making and ability to learn

independently.

Appropriate use of standard written

English, which is clear.

Some ineffective

presentation and communication or

mistakes in writing

and following academic protocols.

Limited exercise of personal

responsibility or ability to learn

independently.

Writing style and writing is not always

clear. Errors in standard English

hinder

communication.

Poor writing and

communication, failing to use appropriate

format, presentation or

academic protocols. Unwillingness to take

responsibility. Errors in standard English

significantly hinder communication and

the expression of ideas


11. Learning, Teaching and Assessment Strategy: The Learning Institute

The MA Values-led Leadership is delivered through a range of models and modes. QAA (2014) point out that teaching and learning methods used in masters degrees are diverse. Flexibility in

delivery is considered key to the ongoing success of masters degrees, with flexible and distance

learning being common, in particular, for professional or practice master's (QAA, 2014). Through the LTA approaches used, students are provided with opportunities to develop the skills needed

to become independent lifelong learners and critical thinkers. They will be able to challenge assumptions and engage with evidence and work-based professional practice in informed ways,

by critically analysing and synthesising their professional and personal development.

The MA Values-led Leadership fits within the mission statement and relates directly to the

strategic aims of The Learning Institute’s Learning, Teaching and Assessment Strategy as follows:

Learning Institute Mission Statement

Education The Learning Institute is committed to providing excellent training and development through (i)

the use of research evidence to ensure that training is founded on a secure base of evidence, and (ii) integration of students in an education environment throughout their training

programmes so that the relationship of training to professional practice is strong. The vision for

the Learning Institute’s involvement in schools is to improve standards of teaching and learning through training of the highest quality.

Community

The Learning Institute is committed to building strength in communities by the development of skilled practitioners in education, health and social care. It works in partnership with relevant

agencies and employers to professionalise and enhance key employment roles which relate to

children and young people.

Strategic Aim 1: Develop new degree programmes with university partners which support more employer-designed courses (including degrees as part of

apprenticeships) and bring more cost-effective working

The Learning Institute’s Management Group Meeting staff regularly review the programmes on

offer and seize opportunities to adapt and change modules to ensure their currency. Major revisions such as the addition of new Masters Programmes are achieved through discussions

with HE partner universities. The breadth of provision is developed strategically and aligned with interest indicated by our students, partners and employers. The MA Values-led Leadership has

been carefully developed to enable students to have the confidence and ability to progress to a senior role/ or develop their role within an education setting. The Masters framework

strengthens the taught postgraduate offer, by providing opportunities, particularly for those in

employment seeking to further their qualifications via an engagement in lifelong learning. Opportunities to develop partnerships have been sought proactively and this can be evidenced

through our partnership with Newman University and Worcester University.

Strategic Aim 2: High quality teaching, learning and assessment delivered by expert,

practising professionals from education, health and social services/social care backgrounds offering care support, guidance, coaching, training and assessment.

Academic staff routinely incorporate the insights of research and theory, as well as innovations

in technology and practice, into their learning, teaching and assessment. This is evidenced through the Higher Education Quality Data.

Collaborative, partnership working is promoted amongst all staff, students and the wider community to enhance educational practices, across learning, teaching and assessment. It is

common for several staff to work together, taking advantage of individual expertise, to plan a


module. Ongoing engagement in research, scholarship and innovation in educational practices and experiences is evidenced through the staff CVs indicating staff research being presented

and shared nationally and internationally.

Strategic Aim 3: Design and validate blended learning options within new degrees to extend

student choice and make higher education courses accessible to a wider base of potential students

Students are supported through their learning journey in a number of ways. These include

appropriate online and face to face induction activities which include a session on working at M level. All reading lists contain a list of references to working at M level, the majority of these

resources are electronic and therefore accessible outside of taught sessions. Sessions are accessible and supported by appropriate technologies. A range of support is offered to enable

students to be included and supported allowing them to fulfil their potential. The programme is

flexible and allows students to be either full or part time and to change modules should their circumstances require this adjustment.

With a focus upon the deployment of online systems, students will be provided with regular

access to the resources required for their studies, including access to electronic full text

journals, e books and other online resources.

All students’ work is submitted electronically. Feedback is provided in a single text box, rich text comments on the student’s submission using and feedback on a rubric, which shows a grade

scale and assessment criteria and is intended to be used formatively to indicate future progression.

Strategic Aim 4: Develop new degree programmes with university partners which support more employer-designed courses (including degrees as part of apprenticeships) and bring more

cost-effective working

By the very nature of the framework, and the central focus on work-based learning, the programme will support and encourage students to engage in work-related learning. This

approach, in turn, will develop their employability skills and career progression. This will facilitate opportunities for both students and staff to engage in inter-disciplinary and inter-

professional learning, alongside recognising the benefits of life-wide experiences and skills.

Through the provision of modules that centre on professional theory and practice and the

completion of research in the workplace, students will have the opportunity to engage with real-world problems through the process of experiential and applied learning as they define their

personal leadership values and vision. In addition, to support student engagement in such

academic activities, they will be guided in the utilisation of appropriate academic theories/perspectives/frameworks to underpin and structure their assessed work.

Ultimately, students will be supported and guided towards what would be deemed appropriate

theoretical perspectives and frameworks by their module tutors and their allocated subject-

specific supervisors.

The Students’ Union is committed to supporting distance learners who will never be able to access our services face-to-face. In order to fulfil this commitment, we are producing a flyer that

details our support that is accessible without being on campus. This includes but is not limited to: the student advice clinic, accessible through a confidential email address where we can set

students up as a client and correspond with them regarding support with complaints

procedures, suspension and withdrawal, academic misconduct and signposting/referral to extra support available through Newman University. We will also offer support by offering the direct

email addresses and telephone line of the President and Academic Representation Officer who will be a point of contact for academic advice and phone support if necessary. The flyer will also

provide information to contact the Vice-President who oversees the ‘activities’ side of the Union.

This means that any distance learner that wants to be a part of #TeamSU Volunteering may contact the Vice-president to set up an opportunity closer to where they are studying, or set up


a distance society to create an extension of the Newman SU Community wherever they may study.’

We also intend to set up a Moodle Page for distance learners and PGCE students where we can

post copies of our flyers/student newspaper or other information that is circulated internally, but

relevant to all of our members. This will include information such as help with finance and funding, our SU cook book, the student newspaper that is written with contributions from our

members and much more throughout the year. These pieces of information are only circulated within our Newman campus and therefore all distance learners miss out on valuable information.

We will need to have E-Learning support us with this endeavour, but we hope to make it

possible as soon as we possibly can.

Learning, Teaching and Assessment Strategy: Newman University

Please see the University Learning, Teaching and Assessment Strategy for further information.

https://sharepoint.newman.ac.uk/supp/gove/_layouts/WordViewer.aspx?id=/supp/gove/Learnin g%20%20Teaching%20Committee/LTA%20Strategy.doc

The strategy regarding learning, teaching and assessment (LTA) utilised within the MA

Education’s Framework aims to mirror the current Newman University Learning, Teaching and Assessment strategy. This notes that Master’s degrees are delivered through a range of models

and modes. QAA (2014) point out that teaching and learning methods used in master's degrees are diverse. Flexibility in delivery is considered key to the ongoing success of master's degrees,

with flexible and distance learning being common, in particular, for professional or practice

master's (QAA, 2014. Through the LTA approaches used, students are provided with opportunities to develop the skills needed to become independent lifelong learners and critical

thinkers. They will be able to challenge assumptions and engage with evidence and work-based professional practice in informed ways, by critically analysing and synthesising their professional

and personal development.

The MA Education Master’s Framework relates directly to the strategic aims of the Newman

University Learning, Teaching and Assessment Strategy as follows:

Strategic Aim 1: To offer a sustainable, attractive portfolio of credit-bearing courses and other learning opportunities at a range of Higher Education levels.

MA Education staff regularly review the programme on offer and seize opportunities to adapt and change modules, through the university’s procedures, to ensure their currency. Major

revisions such as the addition of new Postgraduate Certificate routes are achieved through

quinquintenial validation opportunities (Objective 1.1, 1.2, 1.3). The breadth of provision is developed strategically and aligned with interest indicated by our partnerships. The MA

Education has been carefully revised to enable students to have the confidence and ability to progress to a higher degree such as a PhD or an EdD, (Objective 1.4). The Education Masters’

framework strengthens the taught postgraduate offer, by providing opportunities, particularly for those in employment seeking to further their qualifications via an engagement in lifelong

learning, which could include Newman alumni (objective 1.4). Opportunities to develop

partnerships have been sought proactively and this can be evidenced through our previous partnership with Perry Beeches, through our current partnership with Dudley College and the

potential new partnerships currently being developed (Objective 1.6).

Strategic Aim 2: To promote excellent learning, teaching and assessment, informed

and enhanced by research, scholarship, collaboration and innovations in technology and practice.

MA Education staff routinely incorporate the insights of research and theory, as well as innovations in technology and practice, into their learning, teaching and assessment (objective

2.1). This is evidenced through the modules EDM735 Learning via new technologies, the newly- developed pastoral care modules (EDM51 and EDM52) and the new module: EDM749

Educational Alternatives.

https://sharepoint.newman.ac.uk/supp/gove/_layouts/WordViewer.aspx?id=/supp/gove/Learning%20%20Teaching%20Committee/LTA%20Strategy.doc





Collaborative, partnership working is promoted amongst all staff, students and the wider community to enhance educational practices, across learning, teaching and assessment. It is

common for several staff to work together, taking advantage of individual expertise, to deliver a module. Ongoing engagement in research, scholarship and innovation in educational practices

and experiences is evidenced through the staff CVs (objectives 2.3, 2.4) indicating staff

research being presented and shared nationally and internationally.

Strategic Aim 3: To develop effective, adaptable, inclusive and accessible approaches to learning and teaching, both on campus and beyond.

Students are supported through their learning journey in a number of ways. These include appropriate induction activities which have recently been revised to include a session on

working at M level which has been well received by students. All reading lists contain a list of references to working at M level, the majority of these resources are electronic and therefore

accessible off as well as on campus. Sessions on and off campus are accessible and supported

by appropriate technologies (objective 3.1, 3.2, 3.4). A range of support is offered to enable students to be included and supported allowing them to fulfil their potential. The programme is

flexible and allows students to be either full or part time and to change modules should their circumstances require this adjustment.

Approaches to teaching and learning are accessible and reflect the diversity of the students, support and challenge are available depending upon student ability and needs. Students are

expected to, and supported in doing so, contribute actively to sessions to encourage this participation (objectives 3.2, 3.3, 3.4, 3.5). The students have been actively encouraged to

contribute to course design through SSCC, Moodle forums and mid and end points of modules (MEQs) (objective 3.3).

Due to the nature of most the students on the programme (i.e. busy professionals in some form of employment), it is expected that not all students will be able to attend all face-to-face

campus-based sessions all of the time. Thus, for those students unable to attend planned face-to-face campus-based sessions, there will be an opportunity to ‘catch up’ on any content

missed via two main routes. Students will be able to access all course materials via the

appropriate module VLE (Moodle) page.

With a focus upon the deployment of online systems, students will be provided with regular access to university resources required for their studies, including access to electronic full text

journals, e books and other online resources. In addition, students will be able to use interlibrary loans to access specific journal articles and SCONUL access.

All students’ work submitted electronically via Moodle is also automatically submitted to Turnitin. A Similarity Report is generated and this is accessible to the student in Moodle and can

be used formatively. Feedback is provided through Turnitin Feedback Studio and includes General Feedback (in a single text box), rich text comments on the student’s submission using

Turnitin QuickMarks and feedback on a Turnitin Rubric, which shows a grade scale and

assessment criteria and is intended to be used formatively to indicate future progression. Students, tutors and External Markers can access Turnitin Feedback Studio through Newman’s

Moodle with no need for a separate sign in. After discussion with, and comments from the External Examiner, it has been decided that all staff will use Turnitin for all MA Education

modules unless they have a medical exception for on screen working. This will address consistency of marking and feedback across the programme. The dissertation module EDM750

will not have on script annotations as detailed feedback will already have been provided by the

supervisor. The other features of Turnitin, as above, will be fully utilised.

Strategic Aim 4: To provide an inclusive, balanced and effective assessment portfolio.

As is evident from an inspection of the Module Data Sets for the modules included in the MA Education Masters’ Framework, and the associated module assignment briefs, there will be a

promotion of learning, and a measure of achievement through the use of a diverse range of

summative tasks (objective 4.1, 4.2). This promotion of learning will require students to


complete such assessment tasks as: work-based projects, reflective essays, presentations and written reports. To support students in the completion of their summative assessments,

students will also be involved in a variety of formative assessment tasks across all modules. This assessment might include online group discussion activities, tutor directed student tasks

and peer support activities. It is worth noting that the conversion rate of students who visit

open days and events to enrolment is steadily rising. Whilst January enrolment does not attract a cohort comparable to the September cohort it is rising and offers students another entry point

to the programme.

The breadth of assessment strategies allows for a range of benefits beyond simply assessing the students’ competencies. First, the variety of assessments allows for all students to engage

with activities that develop the skills necessary within their field of employment. Second, there

is an emphasis on learning through reflection in several modules. Finally, the assessment tasks aim to reflect the competencies that further promote employability and support advancement

into further postgraduate research (objectives 4.3, 4.5).

Based on the principle that work-based learning programmes normally involves those already in

employment, who tend to use their previous work experiences and current workplace setting as a focal point for their studies, it is evident that such provision is rooted in ‘real-life’ settings.

This provides a context for the development of authentic assessment approaches which promote engagement with current, real world issues, alongside the application of problem

solving and research-informed practice (objective 4.3).

As a level 7 programme, there will be an emphasis on students completing independent study

and carrying out their own research, which will actively foster independent learning (objective 4.4). The capacity to engage in self-directed work is fundamental to both the content

knowledge and the transferrable skills required for level 7. In consequence, all modules are structured to provide students with opportunities to develop their independence as learners.

Students will be required to find, read and analyse research materials, work closely with tutors

and/or supervisors, write extended pieces of work and follow academic convention when presenting findings and ideas. Students studying at this level are expected to become more

sophisticated and proactive in their critical evaluation and investigation of the materials they use. The skills needed to conduct postgraduate study are likely to include: information

management, selfdirection, taking initiative, decision-making, time management, seeking support where necessary, critical analysis, research and reflective practice.

Strategic Aim 5: To develop, in consultation with the student body, a high quality, accessible learning environment.

Newman University has invested heavily regarding the resources accessible to students, including subscriptions to journal databases and an investment in e-learning technologies

(objective 5.3). This will allow students to engage with resources and technology that will promote their understanding and ultimately their academic success. Based on an evaluation of

the resources available through the library, relating to themes such as work-based learning,

critical reflection practice and work-based research, it is evident that students involved in the MA Education Masters’ will be provided with appropriate information and learning resources

(objective 5.5).

The structures created allows all students to access the modules and the resources required. Module information (such as Module Data Sets) will direct students to specific sources, but

there is an expectation, particularly at level 7, that students will research their own sources in

order to enhance their achievement of the learning outcomes for the programme.

Strategic Aim 6: To foster the development of all students into autonomous learners, able to cope with complexity and to make a positive contribution wherever they find

themselves.

By the very nature of the framework, and the central focus on work-based learning, the

programme will support and encourage students to engage in work-related learning. This

approach, in turn, will develop their employability skills (objective 6.2). This will facilitate


opportunities for both students and staff to engage in inter-disciplinary and inter-professional learning, alongside recognising the benefits of life-wide experiences and skills (objective 6.4).

Through the provision of modules within the Framework that centre on professional theory and

practice and the completion of research in the workplace, students will have the opportunity to

engage with real-world problems through the process of experiential and applied learning (objective 6.5). In addition, to support student engagement in such academic activities, they

will be guided in the utilisation of appropriate academic theories/perspectives/frameworks to underpin and structure their assessed work.

In relation to specific modules and the utilisation of appropriate academic

theories/perspectives/frameworks, whilst studying research methods, students will explore

theoretical concepts relating to the completion of empirical research, including qualitative methodologies, quantitative methodologies and mixed-methods methodologies.

Ultimately, students will be supported and guided towards what would be deemed appropriate

theoretical perspectives and frameworks by their module tutors and their allocated subject

specific supervisors.

12. Employability Strategy:

It is noted that the participants likely to be involved with the MA Values-led Leadership are individuals already in employment, normally in professional settings, that are seeking to:

Add to their qualifications;

Enhance their career;

Gain academic credit for awards attained and/or their previous work experiences;

Use their work-based expertise and interests as a focus for further study;

Engage in continuing professional development (CPD);

Enhance their knowledge, skills and abilities in relation to education;

Gain a specifically ‘named’ award, MA Values-led Leadership;

Develop their expertise within the field of education and/or a specific aspect of it as per

the named routes.

By participating in the MA Values-led Leadership and the modules therein, students will have the capacity to specifically tailor their studies towards their own professional interests, area of

expertise and/or work sector. Through their studies, students will be encouraged to consider the requirements of their work setting in relation to the knowledge and skills required for high level

performance in workplace settings. Thomas (2014) identifies the need for an aspirational

master’s level teaching profession. Accordingly, they will develop essential transferable skills relevant to: critical thinking; planning and implementing work-based projects; analysis and

interpretation of research data; making and supporting evidence based arguments; self-management; presentation and communication skill; and self-reflection. (Cranmer, 2006) As a

result, students will not only consider their current working practice, but also enhance their

working practices moving forward, which, it is envisaged, could lead to career progression for them (Holmes, 2013). It is recognised that for some students their return to study may be a

considerable time since they last studied. Accordingly, students have a session about working at M level and all module data sets have a reference list directing students to resources around

working at M level. Fernsten and Reda (2011) identify this need to help students meet the

challenges of academic writing.

Consideration has been given, not only to what is taught but ‘how it is taught through the pedagogies employed in the classroom and lecture theatre. This should allay some fears that

the employability agenda may add to an already pressurised workload. (Cole and Tibby, 2013).

It has been noticed that some employers may fund the Postgraduate Certificate in Values-led

Leadership.


In addition to those applicants in full-time employment, the programme has become increasingly attractive to students seeking to enhance their qualifications prior to entering employment. The

availability of postgraduate loans has now made the continuity from undergraduate awards to full-time postgraduate study financially viable. Graduate attributes are carefully and holistically

considered within modules and there is a focus on: team working; problem solving; business

and commercial awareness, where appropriate; communication; application of IT and numeracy and literacy, where appropriate and self-management. (Cole and Tibby, 2013) Cranmer makes

reference to the need for these attributes, referring to them as ‘generally accepted’ (2006).

The stake-holder’s voice, i.e. the students is carefully and regularly sought and listened to and

there has been good student involvement in this re-validation (Norton, 2016).

Employer comments: Taught sessions should be offered as twilight sessions or Saturdays

Available to be delivered within a MAT to support identification of future leaders and

assure succession planning as well as through TLI centres

Values-led aspect compliments the competency base of NPQs

Generate research practice within the MAT

In the future senior and experienced MAT leaders who have gone through the MA,

become tutors on the MA Focus on projects within the MA identified from school’s strategic plan

Locally offered

Space to reflect and think about your practice

Employer Perspective:

Being able to link focus to school’s strategic plan is helpful and can be achieved because

of the flexibility of the modules There is a gap in what is currently available at the moment for an MA around values-led

leadership

This fulfils a need for reflective, values-led leadership professional development.

Combining this MA with a Chartered Management Institute qualification enables values-led and competency based leadership training

13. Retention and Progression Strategy:

Student retention is supported through the following: Ensuring the best possible experience for students;

through programme currency and relevance;

from first enquiry and contact;

through application, registration, and induction;

in award guidance;

through teaching and assessment quality;

efficient processes of ethical approval;

supervision and guidance;

inclusive pastoral support.

In fulfilling this strategy, the Course Coordinator occupies a pivotal role in relation to: acting as a link between students, teaching staff and the support service as appropriate;

support and guidance in applying for mitigating circumstances;

authorising extensions; (TLI processes match those of Newman University including the

provision of supporting evidence.

advising students when considering changing award routes, wishing to suspend or

withdraw from their studies;

responding to student feedback on programme quality;

helping students set targets and action plans where appropriate;

Meeting with students on request to advise on academic skills development including

how to make sense of feedback; advising on funding and employer support;

https://sharepoint.newman.ac.uk/supp/registry/SitePages/Assessments%20-%20Students.aspx

https://www.examtime.com/blog/smart-goal-setting-students/

http://moodle.newman.ac.uk/16-17/course/view.php?id=938

http://moodle.newman.ac.uk/16-17/course/view.php?id=938


advising on post-graduate employment opportunities.

14. Student Support:

All students participating in the MA Values-led Leadership will be supported in the same manner as all full–time or part-time students at The Learning Institute.

All students will have a range of support avenues available to them throughout their involvement within the MA, to ensure that they are able to fully engage and reach their

potential. The MA has been designed to support students in developing their own skills and attributes needed to be successful in completing university-level work-based learning, together

with, staff delivering the programme who will focus on helping students grow in confidence

academically. Upon first contact, all students will be informed of this support and signposted throughout their studies as necessary.

Primarily, support for students will be provided by the Centre Administrator, module leaders,

and academic staff (who will be appointed as tutors/supervisors to individual students on a case by case basis). Module leaders will be in communication with students during their studies to

support their progress. As well, the MA Values-led Leadership Course Leader and the

administrators will be highlighted as a point of contact for students.

In line with a student-centred and student-led approach, students will be encouraged to value other programme members as a key resource (e.g. by accessing peer support), alongside

support from academic staff.Other students on the programme can provide additional further

support to their peers, via involvement as writing buddies, student representatives or via the Students Union. This is considered best pedagogical practice.

The Learning Institute’s Student Support Services will be available to students as necessary,

throughout their studies. Specifically, these services can include: advice for academic writing; careers guidance; disability support; dyslexia advice; IT mentoring; mental health advice;

pastoral and academic advice; welfare advice; counselling; and writing mentoring.

The Student’s Union can also provide a range of welfare and academic support. All students will

be able to join the union. The Student’s Union also offer a student advice clinic to which students are directed.

Students will have full access to support provided by the library, which will include advice on advanced research skills and on methods for accessing resources within and beyond the library.

The library is well stocked with books that support work-based learning, and many of these are available electronically – to support learning from a distance.

The Learning Institute’s Academic Services Manager (ASM) supports students to use technology in their learning by providing online guides, including videos, on how to use all programs they

will need: Microsoft Office

Facebook

Specific SEND support packages

The ASM provides advice and guidance on other technologies which academics might want to use with their students.

In addition, the team monitors an online IT Help feed five days a week and into the evenings. Here students can ask questions about any aspect of using technology in their studies.

Students can contact the ASM for assistance. They can also phone or email for assistance.

As part of their induction to the MA Values-led Leadership, all new students will be informed of, and signposted to, the student support services available to them. Additionally, this induction

event will usually include input and support regarding the MA, key documentation, support in


writing at masters level, financial matters, introduction to e-learning, advice on accessing library resources, etc. Course enrolment and module registration will also take place at this event.

Students participating in the MA will also be advised (and assisted where needed) by The

Learning Institute staff. This can include tutorial support or signposting students to other

support.

15. Accessibility and Inclusive Practice: The Learning Institute wishes to make every effort to assist student on the MA programme with

disabilities/specific learning needs and, to this end, students may record lectures/taught

sessions.

Adherence to these procedures will ensure that The Learning Institute is able to make reasonable adjustments under the terms of Disability and Equality Legislation in respect of

providing equal treatment and equal access to educational opportunity for all students regardless of their disability status.

Students with disabilities/specific learning needs may, in principle, make audio recordings of taught sessions without having to obtain individual permission from their lecturers/tutors each

time they wish to do this. Consultation on this matter suggests that it is neither practical nor within the spirit of the legislation to place the onus on students to ask permission from individual

members of teaching staff to audio-record material delivered in class if the matter can be

reasonably handled in some other way. Academic staff are invited to keep in mind the possibility of audio recording of lectures by students with disabilities/specific learning needs as a

standard expectation for reasonable adjustment. Programme and module tutors will be informed by Student Liaison, of any students for whom recording of lectures is recommended,

and are asked to bring this to the attention of relevant academic staff. As a matter of courtesy, however, students are requested to speak to module tutors at the start of each module and it

would be helpful if they would also speak to visiting tutors. Any requests will not unreasonably

be refused.

There is guidance for staff on inclusive learning and teaching: identifying practice which will be of benefit to all students. That is intended as a checklist of good practice. It is acknowledged

that lecturers may already have adopted much of this practice. Disabled students are involved

in the review, monitoring and validation process, will enable the further development of inclusive practice which benefits all students.

Learning development

Some aspects of studying at MA level is different from college or the workplace. The Learning

Institute provides students with advice on the general study skills that underpin their chosen degree course.

The Learning Institute offers a range of study skills workshops on academic style, time

management and more. Students can also have an individual meeting with staff to talk about their personal academic development - via signups and appointments.

Under the Equality Act 2010 and the UK Quality Code, the Learning Institute has a duty to eradicate discrimination, give equal access to education and ensure that all aspects of our

learning and teaching are accessible to the whole student body. The Learning Institute further recognises the Human Rights Act 1998 Part II, Article 2 that “No person shall be denied the right to education”. The Policy has been applied to the MA programme. The Learning Institute has adopted the

definition of inclusive learning from Hockings:

“Teaching which engages students in learning that is meaningful, relevant and accessible to all, embracing a view of the individual and of individual difference as a source of diversity that can enrich the lives and the learning of others”.


(The Disabled Student Sector Leadership Group, ‘Inclusive Teaching and Learning in Higher Education as a route to Excellence’, January 2017, Annex A, page 19)

The statement the University is adopting applies to students with any of the protected characteristics defined by the Equality Act, and not simply disabled students. These are:

age;

disability;

gender reassignment;

marriage and civil partnership;

pregnancy and maternity;

race;

religion or belief;

sex; and

sexual orientation.

It also includes but is not limited to commuter students, those with caring responsibilities and students whose first language is not English. Inclusive practice therefore not only recognises the

full diversity of students – and staff - but regards this as a strength in our learning community. By constructing learning opportunities that are relevant, significant and accessible to all students

we can engage our whole community in learning, development and growth.

The Learning Institute is committed to promoting a pedagogy of partnership as a key means of

addressing inclusive formative and transformational education. This means for students, that they are encouraged to be fully engaged in their studies and with the university. They are

encouraged to follow their interests or meet their professional needs in a way that enhances their professional work. This will also be enjoyable, fulfilling and rewarding. Staff know the

students well, with mutually effective relationships which allow for professional dialogue.

This vision of partnership working with students addresses many aspects of inclusive practice as

it promotes provision which is based on:

A commitment to social justice and hope;

A positive will to improve the lives of all and a belief that education can contribute to

this; Listening to under-represented voices in the educational process, hearing the

marginalised and oppressed, and seeking to learn collectively from all our experiences

and view-points; Collaborative enquiry and co-investigation for learning and development;

Co-construction of proposals and solutions;

Viewing partnership as an ongoing transformational process whose impact spreads well

beyond the formal educational provision of the institution and into its culture and

practices.

The following practices have been considered in terms of programme design:

a) Inclusivity should be designed in proactively from the outset to reduce the need for

individual adjustment at a later stage;

b) Curriculum development should be undertaken with the intention to make a difference,

thus engaging students in meaningful and positive learning activity relevant to their lives;

c) Students should be involved in the design process where possible.

d) Ensure the curriculum contains contributions from different cultural viewpoints and

encourages the students to add more;

e) Student engagement and active learning should be designed in to the programme;

f) Use collaborative learning processes, such as enquiry and research-based learning;

g) An assessment strategy which promotes assessment for learning, through a coherent

programme level blend of formative assessments;

h) Deploy assessment methods which are accessible and adaptable, providing some learner

choice over title, format and mode;


i) Build in evaluation to help in the ongoing co-design of our learning opportunities and experiences.

16. Programme Quality Indicators and Results:

In respect of quality indicators, the programme has been designed in line with the QAA UK Quality Code For Higher Education (QAA, 2018) and benchmarking statements within Master’s Degree Characteristics (QAA, 2015).

Further, the programme will follow The Learning Institute’s quality monitoring processes which

consist of:

Indicators of teaching, learning assessment, the curriculum and outcome standards:

Module Evaluation Questionnaires (MEQs)

External Examiner Reports

Cyclical Review and Revalidation

Staff Student Consultative Committee (SSCC) meetings

Committees with responsibility for monitoring and evaluating quality and standards:

TLI Management Committee

MA Lead Group

Student feedback on the quality of teaching and their learning experience:

Staff-student consultative committee (SSCC)

End-module evaluation questionnaires

Post graduate satisfaction surveys when introduced.

17. Special Features

The incorporation of an interactive poster as assessment for module VM702 Professional Enquiry: Improving Practice with Living Educational Theory Research is a special feature of this

MA. The interactive poster will incorporate links to take the reader to documents linked to the

poster. This could include a journal article the student has written or an extract from their reflective journal. The process of creating the poster will be shared between students in the MA

group, as students reflect on their leadership practice and experiences in light of their professional values together. The students will act as a validation group.

The MA: Values-led Leadership will strengthen student’s employability as reflective, values-led leaders influencing the communities they are part of.

All tutors and The Learning Institute staff (across all degrees including the MA) will be invited to and actively encouraged to attend Living Theory Research team meetings. Meetings will be held

termly. MA tutors will be to undertake Living Theory research developing their own living-theory research methodology, identifying their living values. Workshops will be run as part of the

research group to write for an academic journal, Educational Journal of Living Theories. All tutors will be actively encouraged to write for the journal.

There is also intended and clear progression for students to progress to a PhD, at Newman University which is validated by Liverpool Hope University.

18. Resources:

The MA Values-led Leadership programme is designed to be taught both on campus and at

University-approved external sites with the latter subject to a site visit by the Quality Office. This will not happen at Newman University. The programme is taught by a specialist team of

academic staff with a maximum staff-student ratio of 1:15. All registered students will have access to the campus provision, VLE, library and student support. Staffing allocations for the

on-campus programme is managed by the Head of subject for Education and Multi-Professional


Practice (I/C Postgraduate Provision) which includes the provision of approved Visiting Lecturers where appropriate. At TLI module teaching will typically involve blended learning approaches

where on-site face-to-face teaching is both combined with and supplemented by VLE resources. Independent learning will be proactively developed through directed time activities and

supplementary tasks. These will include:

Reading and research literature allowing students to work at the forefront of

their academic discipline. This is currently available through the library provision of journal articles, books, e books, e-learning platforms and research

gateways IT resources that support teaching and student learning both on-site and off-

site

Student support services (e-learning, careers, finance, welfare) to be available

to all students to support their continued engagement and achievement.

Access to catering facilities when on site.

With a long tradition of teaching education studies across all levels of award (undergraduate, masters and taught doctorate), The Learning Institute has a well-developed library resource of

hard-copy stock and electronic resources covering all cognate areas of its MA Values-led

Leadership provision. Reading lists are updated annually.

Module teaching will typically involve blended learning approaches where on-site face-to-face teaching is both combined with and supplemented by VLE resources. Independent learning will

be proactively developed through directed time activities and supplementary tasks. These will

include Reading and research literature allowing students to work at the forefront of

their academic discipline. This is currently available through the library

provision of journal articles, books, e books, e-learning platforms and research gateways;

IT resources that support teaching and student learning on-site;

Student support services (e-learning, careers, finance, welfare) to be available

to all students to support their continued engagement and achievement;

Access to catering facilities when on site.

19. Staffing Requirements:

All staff members leading and teaching modules on the programme will be suitably qualified. Academic staff contributing to the MA will have Masters/Doctoral qualifications. Additionally, it is

expected that the delivery of the modules will be underpinned by current research and practice, undertaken by The Learning Institute staff, cutting across a wide range of relevant research

interests.

Teaching staff will have years of experience teaching within the higher education sector,

including experience of teaching at postgraduate level. Moreover, staff selected to lead modules and supervise students will have an affinity with the philosophy and principles of the MA based

on their own prior work and study experiences – which will guide and inform their interactions

with students. Based on the principle that many of the programmes offered at The Learning Institute have a vocational orientation, with an underpinning drive to prepare students for future

employment, it is argued that the academic staff are suitably aware, confident, experienced and equipped to support the MA.

Thirdly, in respect of the modules: Research Design: Methodology and Methods and

Dissertation, it is intended that this module - due to the complex and diverse range of themes to

be covered - will be delivered by experienced members of staff. This will allow The Learning Institute lecturers to share their research based and specific expertise as part of the delivery of

this module. The team ensure that their knowledge is as current as possible through a variety of means and mechanisms. These include: ensuring they read around the subject when planning

and delivering sessions, through subscription to and reading of relevant journals, through

attending relevant conferences and through writing for peer reviewed journals. Some staff also act as reviewers for journals.


For the Dissertation module the module leader will allocate students to colleagues, as supervisors, who are best suited to support students based on their individual learning needs

and interests. This will be based upon the student submission of a research proposal. Indeed, based on the nature of intended research, and a specific focus on an individual’s work-based

interests, this means that the programme must reflect their individual needs. Students

undertaking the MA Values-led Leadership must reflect this focus in their dissertation.

To facilitate the identification of suitable academic staff for these modules, the MA Course Leader liaises and works in collaboration with the module leader in making decisions in relation

to this need.

Academic staff, working as module leaders or supervisors, from the subject areas listed above

will provide bespoke tutorial support and research supervision for their allocated students. If a student requires extra support or provision this will be provided at a time and place, and in a

format, that suits the student and their individual circumstances. This could include, face to face, by telephone or Skype. Newman University will have final approval of staff.

Staff will conduct such activities either in person, or online, through such means as email communications (using the Moodle email facility enabled in each module), telephone tutoring

and/or Skype virtual meetings. Utilising such an approach, allows for, not only the provision of subject expertise, and the delivery of specialist subject support to individual students.

It is worthy of note that other members of staff across The Learning Institute will also provide support to the MA. In particular, postgraduate students can be supported by the e-learning

team, librarians and IT support services. However, as is the normal protocol for the support of postgraduate students, in the first instance support (e.g. academic guidance) will be provided by

academic staff. In particular, this will involve the Course Leader, Module Leaders and supervisors. It is to be noted that the centre administrators also provides a high level, and often

initial, student support.

Reference List

Campbell, A and Norton, L (2007) Learning, teaching and assessing in Higher Education. (eds) Exeter: Learning Matters

Castle, K (2010) Study skills for your Masters in teaching and learning. Exeter: Learning Matters

Cleaver, Lintern and Mc Linden (2014) Teaching and learning in higher education: disciplinary approaches to educational enquiry. London: Sage

Cranmer, S. (2006) Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Education, 31:2, pp.169-184

Entwistle, N (2009) Teaching for understanding at university: deep approaches and distinctive ways of thinking. Basingstoke: Palgrave Macmillan Evans, N.J. and Broido, E.M., Brown, K.R., Wilke, A.K. and Herriott, T.K. (2017), Disability in Higher Education: A Social Justice Approach, Jossey-Bass, US. Fernsten, L. and Reda, M. (2011) Helping students meet the challenges of academic writing in

Teaching in Higher Education. 16:2 pp.171-182 Hartley, P, Hilsdon, J, Keenan, C, Sinfield, S and Verity, M (2011) Learning development in Higher Education (eds) Basingstoke: Palgrave Macmillan

Hattie, J and Yates, G (2014) Visible learning and the science of how we learn. London: Routledge

Holmes, L. (2013) Competing perspectives on graduate employability: possession, position or process? Studies in Higher Education, 38:4, pp.538–554

Kolb, D (1984) Experiential learning: experience as the source of learning and development. New Jersey: Pearson Education Inc. McAteer, M, Hallett, F, Murtagh, L and Turnbull, G (2010) Achieving your Masters in teaching and learning. Exeter: Learning Matters. Moon, J (2009) Achieving success through academic assertiveness. London: Routledge

Race (2014) Making learning happen: a guide for post-compulsory education. London: Sage Rook, S. (2017) The Graduate Career Guidebook. Red Globe Press

Thomas, L. (2014) Aspirations for a master’s level teaching profession in England in Professional

development in education in Professional Development in Education. 42:2 pp.218-234


CURRICULUM MAP(S)


Curriculum Map for: MA Values-led Leadership

Module code Module title Credits

VLM701 Research Design: Methodology and Methods 30

VLM702 Professional Enquiry: Improving Practice with Living

Educational Theory Research

30

VLM703 Values-led Leadership 30

VLM704 Leading Change: Social Change, Social Movement,

Social Justice

30

VLM705 Dissertation 60


No Summary of outcome MODULE

CODE VLM701

MODULE

CODE VLM702

MODULE

CODE VLM703

MODULE

CODE VLM704

MODULE

CODE VLM705

A1 Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their chosen educational focus area.

X X X X X

A2 Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship.

X X X X X

A3 Demonstrate originality in the application of knowledge within their chosen educational issue.

X X X X X

A4 Demonstrate a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in education.

X X X X

A5 Demonstrate conceptual understanding that enables the student; - to evaluate critically current research and advance scholarship in the discipline - to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

X X X X

A6 Demonstrate the identification of their ontological values used as living standards of judgement

X X

B1 Evaluate critically current theory, literature, research, advanced scholarship and methodologies in education.

X X X X X

B2 Deal with complex issues both systematically and creatively, and make sound judgments in the absence of complete data, as appropriate.

X X X X

C1 Clearly and accurately communicate their conclusions to specialist and non-specialist audiences, ensuring that the work has been proofread carefully and referenced appropriately using the Harvard system.

X X X X X

C2 Demonstrate independent X X X X X


No Summary of outcome MODULE

CODE VLM701

MODULE

CODE VLM702

MODULE

CODE VLM703

MODULE

CODE VLM704

MODULE

CODE VLM705

learning, self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

C3 Exercise initiative, personal responsibility and decision-making skills in complex and unpredictable situations, as appropriate.

X X X X X

C4 Continue to advance their knowledge and understanding.

X X X X X


ASSESSMENT MAP(S)


Assessment Map for MA Values-led Leadership Module code

Module title Credits

VLM701 Research Design: Methodology and Methods

30

VLM702 Professional Enquiry: Improving

Practice with Living Educational Theory Research

30


VLM704 Leading Change: Social Change,

Social Movement, Social Justice

30


METHODS (BY TYPE)

VLM

70

1 R

ese

arc

h D

esi

gn:

Meth

odolo

gy a

nd M

eth

ods

(Core

module

) (3

0 c

red

its)

VLM

70

2 P

rofe

ssio

nal Enquiry:

Impro

vin

g P

ract

ice w

ith L

ivin

g

Educa

tional Theory

Rese

arc

h

(30

cre

dit

s)

VLM

70

3 V

alu

es-

led L

eaders

hip

(30

cre

dit

s)

VLM

70

4 L

eadin

g C

hange:

Soci

al Change, Soci

al

Movem

ent,

Soci

al Ju

stic

e

(30

cre

dit

s)

VLM

70

5 D

isse

rtation (

30

cre

dit

s)

Written assignment 4,000 words

Interactive Poster

and Presentation to the Group

4,000 words equiv.

Professional

Development Portfolio

4,000 words

Reflective essay 4,000 words

Dissertation 15,000 words

A range of assessment methods have been incorporated, drawing on and developing a range of academic

skills. The assessment methods include a reflective essay, creation and presentation of an interactive poster, collation of a professional development portfolio, written assignment and dissertation. The interactive poster

draws evidence and reflections on practice from the professional development portfolio. The Reflective essay

further develops personal reflection as a values-led leader. NB: Whilst this assessment map provides a tabular presentation, a more detailed discussion on the

rationale and assessment strategy for the programme is included within the Programme Specification.


MODULE DATA SETS

Module

code

Module title Credits


VLM702 Professional Enquiry: Improving Practice with Living Educational Theory Research 30


VLM704 Leading Change: Social Change, Social Movement, Social Justice 30



MODULE DATA SET Module Title: Research Design: Methodology and Methods

Module Code: VLM701

Module Summary: This module will provide students with the opportunity to demonstrate a critical understanding of the principles underpinning effective research designs in education and the social

sciences at Master’s level. Beginning with a reflective approach to their own ontological and

epistemological values in relation to both their research design and established research paradigms, students will explore issues of research methodology, ethics and understanding in relation to a chosen

field, to enhance and inform professional and/ or academic practice. Students will relate their chosen issue critically to current literature and need to critically analyse the validity, reliability and appropriateness of

their research processes. Students will design a research project, which will include a framework for the collection and analysis/interpretation of primary data.

Semester of Delivery: Semesters 1

CATS Value: 30

ECTS Value: 15

Contact Hours:

Scheduled: (including breakdown e.g. seminars, tutorials, lectures) 12 hours of seminars plus 6 hours of tutorials

Independent: 282 Placement: 0

Total Hours: 300

Module Leader: Joy Mounter

Mode of Delivery: Full time/part time

Programmes for which this module is Mandatory: MA Values-led Leadership

Programmes where this module may be taken as an Option: N/A

Normally available to exchange students: no

The pre-requirement(s) for this module are: none

This module is a pre-requisite for: VLM705

*Please note that VLM701 must be completed and passed before a student can commence the module VLM705

MA Values-led leadership

Relevant Benchmarks/National Occupational Standards:

QAA Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (October 2014)





Module Curriculum Led Outcomes:

This module aims to: clearly state the chosen research issue and formulate appropriate research questions;

relate their chosen issue critically to current literature;

discuss their own ontological and epistemological values in relation to both their research design and

established research paradigms;

select and justify their research design, methodology and data collection instruments, substantiating

their design by reference to relevant research literature; critically analyse the validity, reliability and appropriateness of their research design;

articulate and critically discuss how ethical considerations have impacted on their research decisions;

present a framework for the collection and analysis/interpretation of data;

clearly and accurately communicate their conclusions to specialist and non-specialist audiences,

ensuring that the work has been proofread carefully and referenced appropriately using the Harvard

system; demonstrate independent learning, self-direction and originality in tackling and solving problems, and

act autonomously in planning and implementing tasks at a professional or equivalent level;

exercise initiative, personal responsibility and decision-making skills in complex and unpredictable

situations, as appropriate;

continue to advance their knowledge and understanding, as appropriate.

Learning Opportunities:

Students will, by the end of the module, have the opportunity to: explore the suitability of a range of methodologies and methods in relation to both the research design

and their own ontological and epistemological values;

Explore Living Educational Theory research methodology as a values-led research methodology

critically engage with relevant literature in designing and reflecting on research processes and

methodologies;

act autonomously in designing a research project within an educational context;

articulate on a chosen research issue relevant to their professional practice;

critically discuss how ethical considerations have been embedded throughout the research design process.

Students will be encouraged to relate the issues addressed in this module to their professional experience and current roles.

Assessment: 100%

Component: A 4,000-word written assignment. KIS Category: Coursework

Reading Strategy:

At Level 7 students are expected to demonstrate independence as learners. Where appropriate, students will be signposted to particular journal articles, or chapters within texts. Required reading on this module

will be provided via hard copy and e books, and electronic journal articles available in the library. Online texts and sources will be made available which will also be utilized for Directed Time Activities. Reference to (and recommendation of) specific texts will be made throughout the taught sessions.

However, such action will be carefully considered to ensure such practice does not prove detrimental to

students’ independent study and research skills. Within their studies, students will be expected to draw most heavily from empirical peer reviewed journal articles. As one of the purposes of this module is for

students to articulate on a chosen research issue relevant to their professional practice, one of the purposes of their reading will be for them to contextualise their own knowledge and understanding against

those suggested in various guides to research and research papers.

In this module students will be expected to search for, read and assimilate, books and journals with a

particular focus. These foci include, but are not restricted to their own ontological and epistemological


perspectives, their research design and established research paradigms. They will need to ‘read around’

ethical issues in relation to values-led leadership and their understanding of it. Students will be expected to research ideas around validity and reliability and also the collection and analysis and interpretation of

primary data.

The following lists of essential and recommended readings. Students are advised to note that these lists

should be seen as an indication of the type of sources relevant to the module and the module assessment tasks. However, these lists are not intended in any way to be definitive, and as such, students should seek

to look beyond the listed resources when completing this module. Moreover, it is also essential that students search for literature within their chosen specialist area for the assessment.

Working and writing at M level

Biggam, J. (2015) Succeeding with your master’s dissertation: A step-by-step handbook. Open University

Press. Bryan, H., Carpenter, C. and Hoult, S. (2010) Learning and teaching at m-level: A guide for student teachers. London: Sage Publications Ltd. Casey, D., Clark, L. and Hayes, S. (2013) Study skills for master's level students, revised edition. New

York: Lantern Publishing.

Cotterell, S. (2013) The study skills handbook. (4th edn). Basingstoke: Palgrave Macmillan. Sewell, K. (2012) Doing your PGCE at M-level: A guide for students. London: Sage Publications Ltd.

Wilson, E. (2009) Study skills for part time students. Harlow: Pearson Longman.

Indicative Essential Reading:

Bell, J. and Opie, C. (2002) Learning from research: getting more from your data. Open University Press Bell, J. (2010) Doing your Research Project: a guide for first time researchers in education, health and social science. (5th edn). Buckingham: Open University Press Carter, K. (1993) The Place of Story in the Study of Teaching and Teacher Education, Educational Researcher, Vol. 22, No. 1, pp. 5-12, 18 Clandinin, J., Caine, V., Lessard, S. and Huber, J. (2016) Engaging in Narrative Inquiries with Children and Youth. London; Routledge

Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. (7th edn). London: Routledge Falmer

Connelly, F. M. and Clanindin, J. (1999) Shaping A Professional Identity: Stories of Educational Practice. London Ontario: Althouse Press Crompton, T. (2010). Common Cause: The Case for Working with our Cultural Values. Freely accessed from http://assets.wwf.org.uk/downloads/common_cause_report.pdf

Dadds, M. and Hart, S. (2001) Doing Practitioner Research Differently, London; RoutledgeFalmer Denscombe, M. (2012) Research proposals: A practical guide. Open University Press

Samaras, A.P. (2010) Self-study teacher research: Improving your practice through collaborative inquiry.

London: Sage Publications Ltd

Wallace, A. and Atkins, L. (2012) Qualitative research in education. British Educational Research

Association

Whitehead, J. (1989) Creating a living educational theory from questions of the kind, "How do I improve my practice?'. Cambridge Journal of Education, 19(1); 41-52. Retrieved 3rd January 2019 from

http://www.actionresearch.net/writings/livtheory.html Whitehead, J. (1995) Advanced Bluffer's Guide for Educational Action Researchers: Improving the quality of professional practice and creating living educational theories for cultural renewal. School of Education,

University of Bath. Retrieved 3rd January 2019 from http://www.actionresearch.net/writings/jack/95contents.pdf

Whitehead J. and McNiff J. (2006) Action Research: Living Theory. London: Sage Whitehead, J. (2017) Practice and Theory in Action Research: Living-Theories as Frameworks for Action,

pp. 387-401 in Rowell, L. L., Bruce, C., Shosh, J. M. and Riel, M. M. (2017) Palgrave International Handbook of Action Research, US; Palgrave Macmillan. Retrieved 3rd January 2019 from

http://www.actionresearch.net/writings/jack/jwpalgrave2016finaldraft.pdf

Whitehead, J. (2018) Living theory Research as a Way of Life. London: Sage

http://assets.wwf.org.uk/downloads/common_cause_report.pdf

http://www.actionresearch.net/writings/jack/95contents.pdf


Indicative Recommended Reading:

Andrews, R. and Haythornthwaite, C.A. (2007) The SAGE Handbook of E-learning Research. London: Sage

Publications Ltd

Baumfield, V., Hall, E. and Wall, K. (2013) Action Research in the Classroom. London: Sage

Bassey, M. (1999) Case Study Research in Educational Settings. Buckingham: Open University Press Blaxter, L., Hughes, C. and Tight, M (2006) How to Research. (3rd edn). Maidenhead: Open University

Press Burton, D. and Bartlett, S. (2009) Key Issues for Education Researchers. London: Sage

David, T., Aubrey, C. and Thompson, L. (2000) Early Childhood Educational Research. London: Routledge

Denscombe, M. (2010) The Good Research Guide: for small-scale social research projects. (4th edn). Buckingham: Open University Press

Farrimond, H. (2012) Doing Ethical Research. Red Globe Press

Gorard, S. and Taylor, C. (2004) Combining Methods in Educational and Social Research. Buckingham:

OUP

Gray, D.E. (2014) (2nd ed) Doing Research in the Real World. London: Sage Griffiths, M. (1998) Educational Research for Social Justice. Buckingham: Open University Press

Hopkins, D. (2008) A Teacher’s Guide to Classroom Research. (4th edn). Maidenhead: Open University Press

Huxtable, M. and Whitehead, J. (2017) Enhancing Professionalism in Education through Inquiry Learning: a Living Theory Research Approach in Pete Boyd and Agnieszka Szplit (Ed.) (2017) Teachers and Teacher Educators Learning Through Inquiry: International Perspectives. Kielce Krakow; Wydawnictwo Attyka.

Iphofen, R. (2011) Ethical Decision Making in Social Research: A practical guide. Basingstoke: Palgrave Macmillan

Koshy, V. (2010) Action Research for Improving Practice. (2nd edn). London: Paul Chapman Murray, M. (2005) Writing for Academic Journals. Maidenhead: Open University Press

Oliver, P. (2010) The Student’s Guide to Research Ethics. (2nd edn). Maidenhead: Open University Press

Nutbrown, C., Clough, P. and Selbie, P. (2014) Early Childhood Education: history, philosophy and experience. (2nd edn). London: Sage

Noffke, S.F. and Somekh, B. (2009) The SAGE Handbook of Educational Action Research. London: Sage Publications Lts

Tracy, S.J. (2012) Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating

Impact. Wiley-Blackwell Walford, G. (1998) Doing Research About Education. London: Taylor and Francis

Journals:

British Educational Research Journal Cambridge Journal of Education

Curriculum Inquiry

Educational Journal of Living Theories (EJOLTS) Educational Research

Educational Review Evaluation and Research in Education

Journal of Education for Teaching

Educational Journal of Living Theories (EJOLTS)

Websites : British Educational Research Association (BERA) http://www.bera.ac.uk

National Foundation for Educational Research (NFER) http://www.nfer.co.uk Living theory Educational Research www.actionresearch.net

Living Theory Master Educators website http://www.actionresearch.net/writings/mastermod.shtml

http://www.bera.ac.uk/

http://www.nfer.co.uk/

http://www.actionresearch.net/

http://www.actionresearch.net/writings/mastermod.shtml


MODULE DATA SET

Module Title: Professional Enquiry: Improving Practice with Living Educational Theory Research

Module Code: VLM702

Module Summary: The module offers students the opportunity to critically and creatively examine a

range of perspectives and theoretical frameworks relevant to their field of practice and use these to inform

the design, implementation and evaluation of their efforts to improve practice professionally. Students will be supported to create a valid account of their living-educational-theory. Their living-educational-theory is

their values-based explanation of their educational influence in their own learning, the learning of others, and the learning of social formations within which they live and work.

Semester of Delivery: Semester 2

CATS Value: 30 level 7 credits

ECTS Value: 15 level 7 credits

Contact Hours:

Scheduled: (including breakdown e.g. seminars, tutorials, lectures) 12 hours of seminars, plus 6 hours of

tutorials

Independent: 282

Placement: 0 Total Hours: 300

Module Leader: Nick Wilkins/ Joy Mounter


Programmes for which this Module is Mandatory: MA Values-led Leadership

Programmes where this Module may be taken as an Option: None

Normally Available to Exchange Students: No

The Pre-requirement(s) for this Module are: None

This Module is a Pre-requisite for: Values-led Leadership


QAA (2014) Masters level descriptor:

a systematic understanding of knowledge, and a critical awareness of current problems and/or

new insights, much of which is at, or informed by, the forefront of their academic discipline,

field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced

scholarship

originality in the application of knowledge, together with a practical understanding of how

established techniques of research and enquiry are used to create and interpret knowledge in

the discipline


conceptual understanding that enables the student:

- to evaluate critically current research and advanced

scholarship in the discipline - to evaluate methodologies and develop critiques of them

and, where appropriate, to propose new hypotheses.

Framework for Higher Education Qualification at Masters Level (QAA 2014) available at

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2718#.VyIDltpwapo

Module Curriculum Led Outcomes: This module aims to:

Engage critically and creatively with literature, experience and knowledge from other sources to

inform any enquiry;

Develop critical understanding of research methodologies and methods useful in practitioner

research and justify the approach for your own study;

apply key characteristics of research approaches drawing from principles of methodologies such

as: auto-ethnography, action research, grounded theory, phenomenology and Narrative Enquiry that relate to Living Educational Theory;

Develop skills in Living Educational Theory research methodology to further evolve your

practice and identification of your ontological values used as living standards of judgement; Understand the socio-cultural perspectives of the wider context in which your practice is

located and the methods to incorporate and live your professional values;

improve your practice by producing a validated multi-media account of your living-educational-

theory identifying your ontological values as living standards of judgement; Clearly and accurately communicate research through a multi-media account (to specialist and

non-specialist audiences), ensuring that the work has been proofread carefully and referenced

appropriately using the Harvard system.


Students will, by the end of the module, have the opportunity to:

explore the suitability of methodologies and methods in relation to both the research design and their

own ontological and epistemological positioning; critically engage with relevant literature in designing and reflecting on research methods and

methodologies;



critically discuss how ethical considerations have been embedded throughout the research design

process; design an interactive and digital artefact which articulates their own ontological and epistemological

positioning, using a patchwork approach to the module and assessment.

Assessment: Component 1: 100%

Create a ‘living Interactive Poster’. Explore research interests, living values and Living Theory research

methodology in the form of a Living Interactive Poster. References to be included. During the process of

identifying research focus and creating the poster the group will act as a peer validation group. Discussions will explore how values are embedded in practice and how the research methods and

methodology underpin the research. Word, Power Point and Padlet will be suggested as suitable software.

Presentation of interactive poster to the seminar group (4,000 words equivalent)

KIS Category: Coursework, Scheduled, Independent.



Reading Strategy:

At Level 7 students are expected to demonstrate independence as learners. Where appropriate, students will be signposted to particular journal articles, or chapters within texts. Required reading on this module

will be provided via e books and electronic journal articles available in the library.

Where available, extracts from research methods books specifically targeted towards work-based learning

will be used as key texts. However, such action will be carefully considered to ensure such practice does not prove detrimental to students’ independent study and research skills. Within their studies, students will

be expected to draw most heavily from empirical peer reviewed journal articles. As the purpose of this module is to encourage students to be reflective, one of the purposes of their reading will be for them to

measure their own skills set and methodologies against those suggested in various guides to research and research papers.

Students will be expected to carry out sufficient independent research to enable them to critically and creatively examine a range of perspectives and theoretical frameworks relevant to their field of practice.

With support they will then create a valid account of their living-educational-theory. They will be expected to consider their own learning, how they learn, the learning of others and how they learn and the learning


The following lists of essential and recommended readings are all available through the library, either as

an e book or in hard copy. Students are advised to note that these lists should be seen as an indication of the type of sources relevant to the module and the module assessment tasks. However, these lists are not

intended in any way to be definitive, and as such, students should seek to look beyond the listed resources when completing this module. Moreover, it is also essential that students search for literature within their

chosen specialist area. They will also benefit from reading texts that are focused on a discipline separate

from the one that they are working in to differentiate between methodologies used in the separate disciplines; this will allow students to develop their critical abilities.


Biggam, J. (2015) Succeeding with your master’s dissertation: A step-by-step handbook. Open University

Press: Maidenhead . Bryan, H., Carpenter, C. and Hoult, S. (2010) Learning and teaching at m-level: A guide for student teachers. London: Sage Publications Ltd. Casey, D., Clark, L. and Hayes, S. (2013) Study skills for master's level students, revised edition. New York: Lantern Publishing.




Ball, S.J. (2013) The education debate .2nd Ed. Bristol: The Policy Press Campbell, A., McNamara, O. and Gilroy, P. (2004) Practitioner research and professional development in education. London: Paul Chapman.

Carter, K. (1993) The Place of Story in the Study of Teaching and Teacher Education, Educational Researcher, Vol. 22, No. 1, pp. 5-12, 18

Clandinin, J., Caine, V., Lessard, S. and Huber, J. (2016) Engaging in Narrative Inquiries with Children and Youth. London; Routledge

Connelly, F. M. and Clanindin, J. (1999) Shaping A Professional Identity: Stories of Educational Practice. London Ontario: Althouse Press

Coombs, S., Potts, M. and Whitehead, J. (2014) International Educational Development and learning

through Sustainable Partnerships. Palgrave Macmillan Cottrell, S. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument. Palgrave Higher

ed.

Crompton, T. (2010). Common Cause: The Case for Working with our Cultural Values. Freely accessed

from http://assets.wwf.org.uk/downloads/common_cause_report.pdf

Dadds, M. and Hart, S. (2001) Doing Practitioner Research Differently, London; RoutledgeFalmer


Eales-Reynolds, L. and McCreery, E. (2013) Critical Thinking Skills for Education Students. Learning

Matters

Glenn, M., Roche, M., McDonagh, C. and Sullivan, B. (2018). Learning communities in educational

partnerships: action research as transformation. London: Bloomsbury.

Huxtable, M. and Whitehead, J. (2017) Enhancing Professionalism in Education through Inquiry Learning: a Living Theory Research Approach in Pete Boyd and Agnieszka Szplit (Ed.) (2017) Teachers and Teacher Educators Learning Through Inquiry: International Perspectives. Kielce Krakow; Wydawnictwo Attyka Laidlaw, M. (2018) Living Hope and Creativity as Educational Standards of Judgement. Educational Journal

of Living Theories, 11(2); 27-64. Retrieved 3rd January 2019 from https://ejolts.net/node/326

Whitehead, J. (1989) Creating a living educational theory from questions of the kind, "How do I improve

my practice?'. Cambridge Journal of Education, 19(1); 41-52. Retrieved 3rd January 2019 from http://www.actionresearch.net/writings/livtheory.html

Whitehead, J. (1995) Advanced Bluffer's Guide for Educational Action Researchers: Improving the quality

of professional practice and creating living educational theories for cultural renewal. School of Education, University of Bath. From http://www.actionresearch.net/writings/jack/95contents.pdf

Whitehead, J. (2008) “Using a living theory methodology in improving practice and generating educational knowledge in living theories”, Educational Journal of Living Theories, vol. 1, pp. 103-126, 2008.

https://ejolts.net/biblio?page=5 Whitehead, J. (2018) “How am I Improving My Contribution to Living Theory Research as a Global Social

Movement? An Emancipatory Dialogue Between Epistemology, Ontology and Axiology in Living Theory

Higher Educational Research”, Educational Journal of Living Theories, vol. 11, pp. 90-109, 2018. https://ejolts.net/biblio?page=5


Ball, S. J. (2003) ‘The Teacher’s Soul and the Terror of Performativity’, Journal of Education Policy, 18 (2),

pp. 215–228. Hargreaves, A. (2000) ‘Four Ages of Professionalism and Professional Learning’, Teachers and Teaching, 6

(2), pp. 151–182. Kennedy, A. (2014) ‘Understanding continuing professional development: the need for theory to impact on

policy and practice’, Professional Development in Education, 40 (5), pp. 688-697.

Leat, D., Reid, A. and Lofthouse, R. (2015) ‘Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views?’, Oxford Review of Education, 41(2), pp. 270-286.

Moore, A. and Clarke, M. (2016) ‘Cruel optimism’: teacher attachment to professionalism in an era of performativity’, Journal of Education Policy, 31(5), pp. 666-677.

Reeves, J. and I’Anson. J. (2014) ‘Rhetorics of professional change: assembling the means to act differently’, Oxford Review of Education, 40 (5), pp. 649-666.

Sachs, J. (2001) ‘Teacher professional identity: competing discourses, competing outcomes’, Journal of Education Policy, 16(2), pp. 149-161. Zembylas, M. (2003) ‘Interrogating “Teacher Identity”: Emotion, Resistance, and Self-Formation’,

Educational Theory, 53 (1), pp. 107–127.

Journals:

British Educational Research Journal British Journal of Educational Technology

British Journal of Educational Studies British Journal of Sociology of Education

Cambridge Journal of Education

Curriculum Inquiry Education 3 – 13

Educational Journal of Living Theories (EJOLTS) Educational Management Administration and Leadership

Educational Research Educational Review

European Journal of Teacher Education

Evaluation and Research in Education Journal of Adult and Continuing Education

http://www.actionresearch.net/writings/livtheory.html

https://ejolts.net/biblio?page=5&f%5Bauthor%5D=3

https://ejolts.net/node/80


https://ejolts.net/biblio?page=5

https://ejolts.net/biblio?page=5&f%5Bauthor%5D=138




https://ejolts.net/biblio?page=5


Journal of Education Policy

Journal of Further and Higher Education Journal of Learning Disabilities

Journal of Research in Special Educational Needs Journal of Teacher Education

Management in Education

Mentoring and Tutoring Oxford Review of Education

Professional Development in Education Teachers and Teaching

Teacher Education and Special Education (TESE) The Journal of Special Education

Topics in Early Childhood Special Education

Vulnerable Groups and Inclusion

Websites: British Educational Research Association (BERA) http://www.bera.ac.uk

EJOLTS; Educational Journal of Living Theories, https://ejolts.net/

http://www.actionresearch.net/ Living Theory Master Educators website http://www.actionresearch.net/writings/mastermod.shtml

National Foundation for Educational Research (NFER) http://www.nfer.co.uk How to create and share your living Poster

http://www.actionresearch.net/writings/posters/homepage061115.pdf

It is also essential that students search for literature within their chosen specialist area


https://ejolts.net/

http://www.actionresearch.net/



http://www.actionresearch.net/writings/posters/homepage061115.pdf


MODULE DATA SET

Module Title: Values-led Leadership

Module Code: VLM703

Module Summary: The focus of this module is to explore approaches to values-led leadership within (educational) settings. Current research, statutory requirements, legislation and policy will be used to

inform and explain the core principles of values-led educational leadership. Students will critically reflect on

and evaluate the values underpinning their leadership and how these are lived, as well as the impact of different approaches to leadership and models of leadership within their setting and the wider community.




Contact Hours: 18 Scheduled: (including breakdown e.g. seminars, tutorials, lectures) 12 hours of seminars plus 6 hours of

tutorials


Total Hours: 300

Module Leader: John Butcher/ Nick Wilkins





The Pre-requirement(s) for this Module are: None

This Module is a Pre-requisite for: MA Values-led Leadership


QAA (2014) Masters level descriptor: a systematic understanding of knowledge, and a critical awareness of current problems and/or

new insights, much of which is at, or informed by, the forefront of their academic discipline,

field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced

scholarship


established techniques of research and enquiry are used to create and interpret knowledge in

the discipline conceptual understanding that enables the student:


scholarship in the discipline - to evaluate methodologies and develop critiques of them

and, where appropriate, to propose new hypotheses.






This module aims to: demonstrate a systematic knowledge and understanding of values-led (educational) leadership,

drawn from a range of contemporary research and appropriate literature;

demonstrate an understanding of current statutory requirements, legislation and/ or policy in

relation to (educational) leadership, as appropriate to the chosen focus area and how this aligns or diverges from your ontological values as an educational leader;

demonstrate an understanding of a Living Educational Theory methodology to define your

ontological values as standards of judgement and any living contradiction; critically reflect and identify your own ontological and epistemological educational values and how

these impact on your role as an educational leader;

evaluate the impact of your values-led approach to leadership in an educational setting

clearly and accurately communicate conclusions through a written and multi-media narrative to

specialist and non-specialist audiences, ensuring that the work has been proofread carefully and

referenced appropriately using the Harvard system.

Learning Opportunities: Students will, by the end of the module, have the opportunity to:

explore the suitability of a range of methodologies and methods in relation to both the research

design and their own ontological and epistemological positioning;

critically engage with relevant literature in the field of values-led leadership;




process.

Assessment:

Component 1: 100%. 4000 word written/ multi-media assignment

Professional Development Portfolio - submission of a Leadership Journal reflecting values-led (educational)

leadership. This will assess all intended learning outcomes. Students must obtain at least 50% to pass the module.

KIS Category: Coursework, Scheduled, Independent

Reading Strategy: At Level 7 students are expected to demonstrate independence as learners. Where appropriate, students

will be signposted to particular journal articles, or chapters within texts. Required reading on this module will be provided via e books and electronic journal articles available in the library.

Where available, extracts from research methods books specifically targeted towards work-based learning will be used as key texts. However, such action will be carefully considered to ensure such practice does

not prove detrimental to students’ independent study and research skills. Within their studies, students will

be expected to draw most heavily from empirical peer reviewed journal articles. As the purpose of this module is to encourage students to be reflective, one of the purposes of their reading will be for them to

measure their own skills set and methodologies against those suggested in various guides to research and research papers.

In this module the students will, through reading, explore approaches to values-led leadership within

educational settings. They will read, and consider critically, current research, statutory requirements, legislation and policy. They will critically reflect on and evaluate the values underpinning their leadership.

The following lists of essential and recommended readings are all available through the library, either as an e book or in hard copy. Students are advised to note that these lists should be seen as an indication of

the type of sources relevant to the module and the module assessment tasks. However, these lists are not

intended in any way to be definitive, and as such, students should seek to look beyond the listed resources when completing this module. Moreover, it is also essential that students search for literature within their

chosen specialist area. They will also benefit from reading texts that are focused on a discipline separate


from the one that they are working in to differentiate between methodologies used in the separate

disciplines; this will allow students to develop their critical abilities.

Working and writing at M level Biggam, J. (2015) Succeeding with your master’s dissertation: A step-by-step handbook. Maidenhead;

Open University Press.

Bryan, H., Carpenter, C. and Hoult, S. (2010) Learning and teaching at m-level: A guide for student teachers. London: Sage Publications Ltd.

Casey, D., Clark, L. and Hayes, S. (2013) Study skills for master's level students, revised edition. New York: Lantern Publishing.



Indicative essential reading

Bottery, M (2004) The challenges of educational leadership: values in a globablized age. London: Sage Connelly, F. M. and Clanindin, J. (1999) Shaping A Professional Identity: Stories of Educational Practice. London Ontario: Althouse Press

Coleman, M. and Glover, D. (2010) Educational leadership and management: developing insights and skills. Maidenhead: Open University Press

Crawford, M. (2009) Getting to the Heart of Leadership: Emotion and Educational Leadership. London: Sage Publications Ltd

Crompton, T. (2010). Common Cause: The Case for Working with our Cultural Values. Freely accessed

from http://assets.wwf.org.uk/downloads/common_cause_report.pdf Haydon, G (2007) Values for educational leadership. (2nd London: Sage

Jones, C.A. and Pound, L. (2008) Leadership and management in the early years: from principles to practice. Maidenhead: Open University Press

Huxtable, M. and Whitehead, J. (2017) Enhancing Professionalism in Education through Inquiry Learning: a Living Theory Research Approach in Pete Boyd and Agnieszka Szplit (Ed.) (2017) Teachers and Teacher Educators Learning Through Inquiry: International Perspectives. Kielce Krakow; Wydawnictwo Attyka

Komives, S (2017) Leadership for a better world: understanding the social change model of leadership development. San Francisco: CA Jossey Bass

Preedy, M., Bennett, N. and Wise, C. (2011) Educational Leadership: Context, Strategy and Collaboration.

Maidenhead: Open University Press

Taylor, K. and Woolley, R. (2013) Values And Vision In Primary Education. Maidenhead: Open University

Press

Whitehead, J. (1989) Creating a living educational theory from questions of the kind, "How do I improve

my practice?'. Cambridge Journal of Education, 19(1); 41-52. Retrieved 3rd January 2019 from



Clark, R.M and Murray, J. (2012) Reconceptualizing leadership in the early years. Maidenhead: Open University Press

Davies, B. (2007) Developing Sustainable Leadership. London: Sage Publications Ltd

Davies, B. and Brighouse, T. (2008) Passionate Leadership in Education. London: Sage Darling-Hammond, L. (2017) Empowered Educators: How High-Performing Systems Shape Teaching

Quality Around the World. San Francisco: CA Jossey-Bass Publishers Delong, D. (2002) How Can I Improve My Practice As A Superintendentof Schools and Create My Own Living

Educational Theory? PhD, University of Bath. From http://www.actionresearch.net/living/delong.shtml

McKimm, J. and Phillips, K. (2009) Leadership and management in integrated services. Exeter: Learning Matters

Riley, K.A. (2017) Place, Belonging and School Leadership: Researching to Make the Difference. London:

Bloomsbury Academic

Walsh, D. How do I improve my leadership as a team leader in Vocational Education in Further Education?

- Masters Dissertation, University of Bath, Merit awarded November 2004. From



http://www.actionresearch.net/living/walsh.shtml

Weare, K. (2004) Developing the Emotionally Literate School. London: PCP West-Burnham, J. and O'Sullivan, H. (2011) Leading and managing schools. London: Sage

Woods, P. (2004) Democratic Leadership in Education, London: Paul Chapman Publishing

Journals:

Educational Journal of Living Theories, EJOLTs Educational Management Administration and Leadership

Management in Education School Leadership and Management

Websites Living Theory Master Educators website http://www.actionresearch.net/writings/mastermod.shtml



MODULE DATA SET

Module Title: Leading Change: social change, social movement, social justice

Module Code: VLM704

Module Summary: The module offers students the opportunity to develop their knowledge and

understanding of improving their leadership practice with the theoretical underpinnings of leading

change for social justice within their community. There will be a focus on developing values-led professional relationships, networks and learning contexts which establish an environment in which

social change and social movement can happen and becomes part of the sustainability of an organisation and wider community.




Contact Hours: 12

Scheduled: (including breakdown e.g. seminars, tutorials, lectures) 12 hours of seminars plus 6 hours

of tutorials


Total Hours: 300

Module Leader: John Butcher/ Joy Mounter





The Pre-requirement(s) for this Module are: Honours degree

This Module is a Pre-requisite for: MA Values-led Leadership


QAA (2014) Masters level descriptor:

a systematic understanding of knowledge, and a critical awareness of current problems

and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

a comprehensive understanding of techniques applicable to their own research or advanced

scholarship


established techniques of research and enquiry are used to create and interpret knowledge in the discipline

conceptual understanding that enables the student:



scholarship in the discipline

- to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.




This module aims to:

demonstrate knowledge and understanding of the theory and practice of leading change to

promote social justice. demonstrate how ontological values are embedded within practice to promote the

flourishing of humanity through a Living Theory methodology

evidence an understanding of the importance of establishing good professional relationships

and communities to enhance the possibility of values-led social change;

demonstrate an emerging ability to make appropriate proposals for proactive ways forward

towards the effective values-led leadership of change and resources; critically reflect on ways in which values-led change can be effectively led and managed;

clearly and accurately communicate their conclusions in writing and through a multi-media

narrative to specialist and non-specialist audiences, ensuring that the work has been

proofread carefully and referenced appropriately using the Harvard system; as part of a research Living Theory research methodology validation group help to ensure

student validity and rigour in research;

demonstrate independent learning, self-direction and originality in tackling and solving

problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.


Students will, by the end of the module, have the opportunity to: explore the suitability of a range of methodologies and methods in relation to both the

research design and their own ontological and epistemological positioning;

critically engage with relevant literature in designing and reflecting on research processes

and methodologies;



critically discuss how ethical considerations have been embedded throughout the research

design process.

Assessment: 100% 4,000 word reflective essay.

Submission of a 4,000 word essay focusing on an aspect of leading change, to be negotiated with the module tutor according to student developmental needs. (A maximum of 4,000 words excluding

appendices and list of references.)

Component 1: 100%

KIS Category: Coursework, Scheduled, Independent

Reading Strategy: At Level 7 students are expected to demonstrate independence as learners. Where appropriate,

students will be signposted to particular journal articles, or chapters within texts. Required reading on this module will be provided via e books and electronic journal articles available in the library.

Where available, extracts from research methods books specifically targeted towards work-based learning will be used as key texts. However, such action will be carefully considered to ensure such



practice does not prove detrimental to students’ independent study and research skills. Within their

studies, students will be expected to draw most heavily from empirical peer reviewed journal articles. As the purpose of this module is to encourage students to be reflective, one of the purposes of

their reading will be for them to measure their own skills set and methodologies against those suggested in various guides to research and research papers.

Students will carry out self-directed reading to develop their knowledge and understanding of improving their leadership practice with the theoretical underpinnings of leading change for social

justice within their community. They will explore the context in which social change and social movement can happen and becomes part of the sustainability of an organisation and wider community.

The following lists of essential and recommended readings are all available through the library, either

as an e book or in hard copy. Students are advised to note that these lists should be seen as an

indication of the type of sources relevant to the module and the module assessment tasks. However, these lists are not intended in any way to be definitive, and as such, students should seek to look

beyond the listed resources when completing this module. Moreover, it is also essential that students search for literature within their chosen specialist area. They will also benefit from reading texts that

are focused on a discipline separate from the one that they are working in to differentiate between

methodologies used in the separate disciplines; this will allow students to develop their critical abilities.


Biggam, J. (2015) Succeeding with your master’s dissertation: A step-by-step handbook. Open

University Press: Maidenhead Bryan, H., Carpenter, C. and Hoult, S. (2010) Learning and teaching at m-level: A guide for student teachers. London: Sage Publications Ltd. Casey, D., Clark, L. and Hayes, S. (2013) Study skills for master's level students, revised edition. New York: Lantern Publishing.




Burnes, B. (2009) Managing Change: a strategic approach to organizational dynamics, 5th ed. Financial Times Prentice Hall, Harlow

Cameron, E. and Green, M. (2009) Making sense of change management: a complete guide to the models, tools and techniques of organizational change. (2nd ed) London: Kogan Page The Future of Educational Change : International Perspectives, edited by Ciaran Sugrue, Routledge,

2008.


Bambrick-Santoyo, P and Peiser, B.M. (2012) Leverage Leadership: A Practical Guide to Building Exceptional Schools. Jossey-Bass Ltd

Boske, C. Diem, S. and Nomore, A. (2012) Global leadership for social justice: taking it from the field to practice. Bingley: Emerald

Carnall, C. A. (2003) Managing change in organizations. (4th ed) Harlow: FT Prentice Hall Door, V. (2014) Developing Creative and Critical Educational Practitioners. Critical Publishing

Chapman, C. and Gunter, H. (2008) Radical Reforms: Perspectives on an era of educational change.

Routledge Ltd

Normore, A.H. (2007) Leadership for learning in the context of social justice: An International Perspective. US: Emerald Group Publishing Ltd.

Thomson, P. (2010) Whole School Change: A Literature Review. (2nd ed.) Newcastle: Creativity, Culture and Education

Whitehead, J. (1995) Advanced Bluffer's Guide for Educational Action Researchers: Improving the quality of professional practice and creating living educational theories for cultural renewal. School of

Education, University of Bath. Retrieved 3rd January 2019 from

http://www.actionresearch.net/writings/jack/95contents.pdf


Whitehead, J. (2017) Practice and Theory in Action Research: Living-Theories as Frameworks for

Action, pp. 387-401 in Rowell, L. L., Bruce, C., Shosh, J. M. and Riel, M. M. (2017) Palgrave International Handbook of Action Research, US; Palgrave Macmillan. Retrieved 3rd January 2019 from

http://www.actionresearch.net/writings/jack/jwpalgrave2016finaldraft.pdf Woods, P.A. and Woods, G.J. (2009), Alternative education for the 21st century: philosophies, approaches, visions. Palgrave Macmillan: New York

www.belmas.org.uk

www.ncsl.gov.uk

Journals Educational Journal of Living Theories (EJOLTS)

Educational Management Administration and Leadership

Management in Education Professional Development in Education

School Leadership and Management

Websites

Living Theory Master Educators website http://www.actionresearch.net/writings/mastermod.shtml

http://www.belmas.org.uk/

http://www.ncsl.gov.uk/



MODULE DATA SET

Module Title: Dissertation

Module Code: VLM705

Module Summary: The Dissertation module provides students with the opportunity to demonstrate a

systematic understanding of research, and a critical awareness of current problems in professional practices, by designing and undertaking a small-scale research study. Following ethical approval and

justification of research methodology and methods, students will normally collect, analyse and interpret

primary data and reflect on the ethical implications of their research. However, alternatively, students may develop a systematic understanding of knowledge by undertaking a non-empirical study in

consultation with their supervisor.

Semester of Delivery: Semester 1 and semester 2

CATS Value: 60

ECTS Value: 30

Scheduled: (including breakdown e.g. seminars, tutorials, lectures) 24 hours of seminars which include

tutorials 12 hours and a further 12 hours based on supervision with allocated supervisor)

Independent: 564

Placement: 0 Total Hours: 600

Module Leader: Keith Jones/ Laura Osbourne


Programmes for which this module is Mandatory: Any generic or specific MA Values-led Leadership full time and part time

Programmes where this module may be taken as an Option: N/A

Normally available to exchange students: No

The pre-requirement(s) for this module are: all 4 previous modules: VLM701, VLM702, VLM703

and VLM704.

This module is a pre-requisite for: MA Values-led Leadership

Relevant Benchmarks/National Occupational Standards: QAA Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (October 2014)



This module aims to:

state their chosen research issue and problem by formulating appropriate research questions;

select and justify their chosen research design, methodology and methods;

develop an understanding of ethical considerations issues as being integral to research

critically review relevant literature;

critically analyse the validity, reliability or trustworthiness and appropriateness of their research

design;




reflect on how to collect and analyse data and evidence depending on methodology and

methods chosen;

demonstrate independent learning, self-direction and originality in tackling and solving

problems and act autonomously in designing research; exercise initiative, personal responsibility and decision-making skills in complex and

unpredictable situations when conducting research.

Learning opportunities:


critically engage with relevant literature in designing, undertaking and reflecting on research

act autonomously in designing a small scale study within an educational context;

critically review how ethical considerations have been embedded throughout the research

design and processes of research; justify the suitability of a range of methodologies and methods in relation to both the research

design and their own ontological and epistemological positioning;

critically discuss how their chosen issue and findings relate to literature reviewed;

evaluate the implications of findings and conclusions for specialist and non-specialist audiences;

evaluate the implications of their research for advancing their own personal and professional

knowledge and understanding.

Assessment:

Component 1: 100 %

Dissertation 15,000 words to include the analysis, critical review and evaluation of a small scale study. This will assess all intended learning outcomes. (A research proposal will be submitted for

formative assessment and feedback, but will not be formally assessed).

KIS Category: Coursework

Reading strategy

At Level 7 students are expected to demonstrate independence as learners. Where appropriate, students will be signposted to particular journal articles, or chapters within texts. Required reading on

this module will be provided via e books and electronic journal articles available in the library.

Where available, extracts from research methods books specifically targeted towards work-based

learning will be used as key texts. However, such action will be carefully considered to ensure such practice does not prove detrimental to students’ independent study and research skills. Within their

studies, students will be expected to draw most heavily from empirical peer reviewed journal articles. As the purpose of this module is to encourage students to be reflective, one of the purposes of

their reading will be for them to measure their own skills set and methodologies against those suggested in various guides to research and research papers.

Students will carry out self-directed research to explore a specialist body of knowledge and research in relation to their dissertation focus. This is expected to include higher ranking journal articles and those

journals published internationally.

The following lists of essential and recommended readings are all available through the library, either

as an e book or in hard copy. Students are advised to note that these lists should be seen as an indication of the type of sources relevant to the module and the module assessment tasks. However,

these lists are not intended in any way to be definitive, and as such, students should seek to look beyond the listed resources when completing this module. Moreover, it is also essential that students

search for literature within their chosen specialist area. They will also benefit from reading texts that

are focused on a discipline separate from the one that they are working in to differentiate between methodologies used in the separate disciplines; this will allow students to develop their critical abilities.



Biggam, J. (2015) Succeeding with your master’s dissertation: A step-by-step handbook. Open

University Press. Bryan, H., Carpenter, C. and Hoult, S. (2010) Learning and teaching at m-level: A guide for student teachers. London: Sage Publications Ltd. Casey, D., Clark, L. and Hayes, S. (2013) Study skills for master's level students, revised edition. New

York: Lantern Publishing.




Ball, S.J. (2017)The education debate. (3rd edn). Bristol: Policy Press Bell, J. (2010) Doing your Research Project: a guide for first time researchers in education, health and social science. (5th edn). Buckingham: Open University Press Cohen, L., Manion, L. and Morrison, K. (2018) Research methods in education. (8th edn). London:

Routledge Falmer Creswell, J. W. (2013) Qualitative inquiry and research design: choosing among five approaches. (3rd

edn). London: Sage

Merriam.S. and Tisdell,E. (2015) Qualitative research: a guide to design and implementation. (4th edn). San Francisco: Jossey-Bass

Seale, C. (2006) Qualitative Research Practice. London: Sage Publications Ltd


Blaxter, L., Hughes, C. and Tight, M (2010) How to research. (4th edn). Maidenhead: Open University Press

Denscombe, M. (2010) The good research guide: for small-scale social research projects. (4th edn). Maidenhead: McGraw-Hill Open University

Iphofen, R. (2011) Ethical decision making in social research: a practical guide. Basingstoke: Palgrave

Macmillan

Journals: Assessment and Evaluation in Higher Education

British Educational Research Journal

British Journal of Educational Technology British Journal of Educational Studies

British Journal of Sociology of Education Cambridge Journal of Education

Curriculum Inquiry Education 3 – 13

Educational Journal of Living Theories (EJOLTs)

Educational Management Administration and Leadership Educational Research

Educational Review European Journal of Teacher Education

Evaluation and Research in Education

Journal of Education Policy Journal of Further and Higher Education

Journal of Learning Disabilities Journal of Research in Special Educational Needs

Journal of Teacher Education Management in Education

Mentoring and Tutoring

Professional Development in Education Teacher Education and Special Education (TESE)

Teacher in Higher Education The Journal of Special Education

Topics in Early Childhood Special Education


Vulnerable Groups and Inclusion

Websites :

British Educational Research Association (BERA) http://www.bera.ac.uk Living Theory Master Educators website http://www.actionresearch.net/writings/mastermod.shtml

National Foundation for Educational Research (NFER) http://www.nfer.co.uk

Sage Research Methods http://methods.sagepub.com

It is also essential that students search for literature within their chosen specialist area.




http://methods.sagepub.com/


RESOURCES STATEMENT


RESOURCES STATEMENT

The MA Values-led Leadership is designed to be taught via a blended learning model. All registered

students will have access to The Learning Institute’s VLE- Blackboard, online library and student support services.

Staffing Staffing allocation for the programme is managed by The Learning Institute (MA Course Leader) and

includes the provision of approved visiting lecturers to support the module content. Module teaching will typically involve blended learning approaches where face-to-face teaching is combined with and

supplemented by VLE resources. Independent learning will be proactively developed through directed time activities and supplementary tasks. These will include

Reading and research literature allowing students to work at the forefront of their

academic discipline. This is currently available through the library provision of journal articles, books, e books, e-learning platforms and research gateways

IT resources that support teaching and student learning

Student support services (e-learning, careers, finance, welfare) to be available to all

students to support their continued engagement and achievement Work-based tasks and research

Reflective practise through a personal professional journal

TLI Staff

MA Course Leader Joy Mounter

Research Methods Nick Wilkins/ Joy Mounter

Professional Enquiry John Butcher/ Nick Wilkins

Values-led Leadership Joy Mounter/John Butcher

Leading Change John Butcher/ Joy Mounter

Dissertation Keith Jones/Laura Osbourne

Visiting Staff

Living Theory Prof. Jack Whitehead/ Dr Mairin Glenn

(Uni. Of Cumbria) (St.Patrick’s College, Dublin)

Living Interactive Posters Dr Marie Huxtable (Uni. Of Cumbria)

Educational Journal of Living Theories Dr Marie Huxtable/ Dr Mairin Glenn

Values-Led Leadership Dr Jacqueline DeLong

Values-Led Leadership TBC

Library With experience of teaching across undergraduate and masters The Learning Institute has a well-

developed library resource of hard-copy stock and electronic resources covering all cognate areas of its

MA Values-led Leadership provision. Reading lists are updated annually by the Academic Librarian and module leaders.

Students will have full access to support provided by the Academic Librarian, which will include advice

on advanced research skills and on methods for accessing resources within and beyond the library. The library is well stocked with books that support work-based learning, and many of these are available

electronically – to support learning from a distance. In addition, the library provides a range of

academic and research training open to all postgraduates. Students will have access to Dawson Era online e books, digitised chapters and journal articles through Taylor & Francis, Sage, Wiley Online and

ProQuest.

Students will also be able to access other university libraries through SCONUL Access.


APPENDICES


PROGRAMME PROPOSAL FORM

This form is to be completed at the initial stage of the validation/revalidation process for all new and

existing programmes, for consideration by the processes outlined within the ‘Processes for Portfolio Development and Review’ document which is available to access via the Programme Approval page on

the Quality site on SharePoint.

For all revalidations or reviews of existing programmes, questions 3.1a and 3.1b are to be completed in

place of 3.1, and 4.4a in addition to 4.4.

You must ensure that all sections are completed in full, in particular section 2.2 which relate to costs and income. Consultation facilitated by the Quality Office will be undertaken with representatives of

each academic, administrative and support area listed is required to ensure that all aspects of the programme have been appropriately and fully considered.

Please note that all proposals must be approved by the Portfolio Review and Development Group before they can progress to the validation/review schedule. Please see the

processes and table provided within the ‘Processes for Portfolio Development and Review’

document for full details. __________________________________________________________________

SECTION 1: PROGRAMME DETAILS

1.1. Proposed Programme Title:

MA Values-led Leadership

1.2. Partner Institution/Organisation:

The Learning Institute, Roche, Cornwall

1.3. Lead Faculty:

Faculty of Education

1.4. Programme Coordinator/Lead Proposer:

Dr Liane Purnell

1.5. Funding Body/Arrangements: Many students will finance the MA through a loan from Student

finance England. Alternatively, students will self-fund.

1.6. Lead Subject and Collaborative Subjects:

Lead Subject, Education – Joy Mounter

Dr Liane Purnell, Newman University, Assistant Dean, Faculty of Education

1.7. Proposed Start Date:

September 2019

1.8. Level(s):

Level 7

1.9. Mode:

Full time/part time


1.10. New Programme or Revalidation: New programme

SECTION 2: FUNDING ARRANGEMENTS NB: In order for any proposal to be progressed, this section must be completed and agreed by the Faculty. Any additional costs should be added to include teaching costs, resources, start up and additional costs.

2.1. Funding Model:

Funding will be provided from student fees. Students can access a loan from Student Finance

England or self-fund.

Sessions will only run if the group number is sufficient to ensure viability. This has been calculated at SSR of 1:15.

2.2. Costs/Income and benefits forecast for the first five years of the programme:

YEAR STUDENT NO.S

COSTS INCOME OTHER INCOME POTENTIAL INCOME/BENEFITS

2019-2020

16

£11060.98

£75735

0

+ £64674.02

2020-2021

16

£11164.11

£77249.70

0

+ £66085.59

2021-2022

30

£19900.68

£156044.40

0

+ £136,143.72

The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of the course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).


SECTION 3: PROGRAMME JUSTIFICATION

3.1. Reasons for Introducing the Programme:

NSS/ISSS data DHLE/GOS TEF/Subject level TEF (including use of internal TEF metric data) Relevant external information including PRSB requirements Access and participation data

The Learning Institute has sought a partnership with Newman University as the core values of both

institutions align so well and both institutions sit at the heart of their communities.

TLI has been looking to develop an MA programme for a few years, but has wanted to maintain the company integrity through the type of MA it offers. Values are at the heart of TLI and in the current

educational landscape; values and integrity are often challenged by governmental politics and the drive on skills and data, which place tremendous pressure on future and current school leaders.

This MA Values-led Leadership will provide a space for values-led research around educational

leadership, enabling future and current leaders to have time to reflect and explore their ontological values and influences in learning and leadership, adding to the educational knowledgebase. The

innovative focus of the programme has an emphasis on asking, researching and answering questions of the kind, ‘How do I improve my leadership practice?’ The course offers a focus on generating and

sharing evidence-based explanations of the educational influences of leadership practice in the

learning of self, learning of others and in the communities within which the leadership practice is located.

The MA Values-led Leadership is being validated for an off-site delivery model at The Learning

Institute and Newman University.

3.1a. Review of Existing Provision: For existing programmes only (if not applicable, please leave blank). Provide an overview of the existing provision, highlighting strengths as well as weaknesses of the current programme. N/A

3.1b. Rationale for Revalidation: For existing programmes only (if not applicable, please leave blank). Provide an overview of the proposed changes to the existing provision, including details of any external and internal drivers that have influenced the changes (i.e. employer needs, market demand, skills shortages, changes in staffing and resources).


N/A

3.2. Strategic Justification for the Programme:

Outline the strategic justification for the programme, including reference to the University’s mission and strategic plan.

The MA Values-led Leadership is a new addition to Newman University’s postgraduate portfolio, catering predominantly for leaders and associated professionals working in an education profession.

The MA Values-led Leadership award is designed primarily for students studying in part-time mode

in an education setting.

As part of the widening of Newman University’s portfolio and professional base within the former School of Education and new Faculty structure, the programme is intended to have broad appeal to

professional and para-professional groups with interests in values-led leadership.

The changes to national funding arrangements through the availability of a student loan to study at

MA level, has seen an increase in the number of students wishing to pursue M level studies in full-time and part-time mode. The MA Values-led leadership has been written and designed in response

to feedback from leaders in Cornish schools wanting more than competency based qualifications currently available, such as NPQML, NPQSL and NPQH. A place is needed to explore their values as a

leader and the impact this can have on the strategic direction of a community, through meaningful

and personal research.

This is a strong programme with an appropriate selection of modules which encourages a diverse student body, including senior leaders, middle leaders and subject leaders. Greater flexibility has

been built in with increased use of enquiry modules enabling leaders to research areas of their practice that is relevant to them personally and to their setting.

To avoid variability of marking and variability of approach, The Learning Institute tutor team and Newman University MA team will meet regularly to monitor this and will be a key part of the internal

moderation. Meeting regularly also ensures equity and effective communication.

In line with the mission statement and strategic plan:

Collaborative partnerships – TLI and Newman University are defined by similar values about

making a difference to the communities we are part of, widening participation and social

justice. Both Newman University and The Learning Institute have a sharp focus on being student centred.

Research focus – embedded at the heart of Newman University and TLI. This taught MA

Values-led leadership will enable/ support research-based practice in Cornish schools. This

will help to develop a focus on highly skilled research-based values-led leaders for the future, embedded in local communities, who understand how to explore the implications of

asking, researching and answering questions of the kind, ‘How do I improve what I am doing?’

Further develop the portfolio of part-time courses

Employability – prepare values-led future leaders who can produce evidence-based

explanations of the educational influences of their leadership. Attract visiting academics ie. Prof. Jack Whitehead-Living Educational Theory methodology.

The development of this MA has come from feedback from middle and senior leaders in

Cornwall wanting more than the competency based NPQML, NPQSL and NPQH

qualifications.

The modules within the MA Values-led Leadership enable practitioners to research their educational influences in their leadership practice and to contribute to leadership

knowledge, skills and practice, whilst developing and understanding their ontological values.


These values are used as explanatory principles and standards of judgement in their

contributions to leadership knowledge. Living Educational Theory research methodology incorporated within the two pathway modules supports research into practice in light of

values, as students offer their own living-theory as an explanation of their educational

influences to the educational knowledge base (Whitehead, 2010).

3.3. Market Analysis/Research:

Provide details of any regional and national competitors, including details on costs and delivery methods of similar programmes offered at other HEIs, and any market research undertaken that illustrates a sustainable demand for the proposal. MARJON University, Plymouth, Devon offer an MA Education, with only one module based on values

in education – £5,500, blended learning.

Plymouth University, Devon - MA Education - £6,500, blended learning. One leadership module offered, Developing Leadership Skills in Early Childhood Settings. No values-led modules.

Duchy College, Rosewarne, Cornwall – MA Educational Leadership and Management – £6810,

blended learning (No modules on values in educational leadership).

Bristol University MSc Education: Leadership and Policy with an emphasis on social justice - £7000, blended learning.

SECTION 4: PROGRAMME STRUCTURE AND REQUIREMENTS

4.1. Entry Requirements: Include reference to proposed entry qualifications, RPL/RPeL arrangements and additional entry requirements (i.e. DBS checks and interviews).

Entry Requirements: An Honours degree in a relevant subject area from a UK university or an overseas university agreed

by NARIC as equivalent and subject to ILET and EU requirements. Consideration will be given to students with lower level qualifications who have a relevant range of professional experience.

Professional experience that equates to degree level will be considered by the Assistant Dean,

Faculty of Education. If some non-graduates are to be considered pre entry tasks will be considered and used at the Assistant Dean, Faculty of Education’s discretion.

Students may also enter with up to 90 level 7 credits via the Recognition of Prior Learning (RPL).

The MA Values-led Leadership is open to graduates who are professionally engaged in an educational setting and/or graduates who have an interest in educational issues.

4.2. Programme Aims:

Outline the overall aims of the programme, including reference to the skills, knowledge and understanding graduates of the programme will acquire.

4. Aims of the Programme: 1. Provide a programme of high quality masters level study in values-led Leadership grounded in

personal reflection and the critical evaluation of contemporary practice and educational research;

2. Create a positive learning experience that is responsive to individual needs and interests and


enables collective reflection and analysis;

3. Ensure a learning environment where educational values, practice, experiences and ideas can be

explored both individually and collectively;

4. Promote an environment for master’s level studentship based on rigorous scholarship and

research;

5. Enable independent student study through self-direction, self-reflection and judgement in identifying ontological values underpinning leadership practice;

6. Support student study through a range of teaching and assessment strategies and blended learning resources;

7. Enhance students’ professional and/ or academic development through the systematic and critical

analysis of relevant knowledge, understanding and skills;

8. Facilitate self-direction and originality in tackling and solving problems, and the ability to act

autonomously in designing, planning, implementing and critically analysing and evaluating at master’s level in specialist areas.

4.3. HEAR Summary

For Key Fact Sheet information and publicity/Webpage

Students who undertake this MA Values-led leadership will focus on enhancing their academic

and/or professional development and expertise, through the analysis of recent and relevant theory, policy and research. Students will systematically review and critically analyse aspects of

knowledge, understanding and skills. This programme is appropriate for graduates working

within an educational context and graduates wising to develop their knowledge and understanding of educational issues. Students will also be offered the opportunity to develop

their personal skills via engaging in extra-curricular activities, including undertaking Student representative work, supporting events and participating in social and cultural activities. These

skills will enhance Students’ employability and also further develop their reflective skills. Students

are also encouraged to complete national professional recognition via the Teaching and Learning Academy (TLA), which has been embedded within section 6.1 of the HEAR. This has to happen

before commencing the MA Values-led leadership if credits are to be brought via this route.

4.4. Programme Structure: Outline the proposed structure of the programme, including an overview of the modules to be included at each level of the programme - title, size, semester of delivery etc. - and exit awards available at each stage. Delete and add rows as necessary.

LEVEL 7:

MODULE CODE

MODULE TITLE SIZE/CREDITS SEMESTER CORE/OPTIONAL

VLM701 Research Design: Methodology

and Methods

30 1 Core

VLM702 Professional Enquiry:

Improving Practice with Living

Educational Theory Research

30 2 Core


MODULE

CODE

MODULE TITLE SIZE/CREDITS SEMESTER CORE/OPTIONAL

VLM703 Values-led Leadership 30 1 Core

VLM704 Leading Change: social

change, social movement, social justice

30 2 Core

VLM705 Dissertation 60 121 core

4.4a. Existing Programme Structure: For existing programmes only (if not applicable, please leave blank). Outline the existing structure of the programme, including an overview of the modules delivered at each level of the programme - title, size, semester of delivery etc. - and exit awards available at each stage.

4.4. Professional Body Accreditation Requirements: Detail any professional accreditation requirements for the proposal.

None


SECTION 5: IMPACT ON STAFF, STUDENTS AND SUPPORTING AREAS

NB: This section will be circulated by the Quality Office to all relevant support areas.

Impact on Academic, Administrative and Support Areas: Support area to provide comments on the proposals, and highlight any issues, discussions or concerns.

Student Support Services

Comment by Programme Team: Online access to student support services will be accessed through the student portal.

Support Area Response (Compiled by Sian Howarth, Director of Student Services):

Is that in Cornwall only? It is clearly not distance learning as it is described as ‘blended learning’. The form states that Student Support is offered via: “Online access to student support

services will be accessed through the student portal”. Does that mean that the Cornish university will offer all other support or will we be offering it by distance? Page 3 states: The MA Values-led

Leadership is being validated for an off-site delivery model at The Learning Institute and Newman

University. So where will they attend? How will the course be structured in order to ensure the curriculum and teaching delivery meets the

needs of all disabled students, inclusively? Comments from Proposal Team in Response to Comments Raised

This is at The Learning Institute (TLI) which is based in Cornwall and across the south west. Students will attend there. It is blended learning from TLI, not distance learning from Newman University. There will no online support from Newman University. It is a franchise arrangement which means all resources, DSA etc must be provided by TLI

The course will be structured to meet the needs of all disabled students, inclusively. The Inclusive Learning audit has been shared and agreed to. The Learning Institute have experience of addressing the needs of disabled students and the sites are fully accessible to all. A site visit has been carried out and I am currently teaching there on the PGCE route.

Library and Learning Service

Support Area Response (Chris Porter, Director of Library and Learning Services):

With only the attached documentation to draw on for understanding the proposed course, I am not clear what the proposed nature of the partnership is, and, therefore, which institution is intended to

have responsibility for which aspects of provision. For this reason, I am unable to endorse this

programme without significant clarification about the contractual relationships which the proposal is silent about.

As I have made clear at the Collaborative Strategy Committee, the Library invested considerable staff effort over the 2017/18 academic year in investigating each partnership arrangement which is

currently operating. Investigating the possibilities of new partnership programmes with non-standard

resource requirements would cause us difficulties given our current staff capacity, due to a significant staffing deficit (25% staff vacancies until the end of 2018 at the earliest) coupled with

other urgent project work. The proposal states: “The MA Values-led Leadership is being validated for an off-site delivery model

at The Learning Institute and Newman University.” It is not clear if this is two separate programmes or just one – there are hints both ways in the documentation.

If this is a Newman University degree, offered in distance-learning mode from Newman, there are

probably sufficient resources to support the proposed student numbers. We have recently invested heavily in books around the whole area of Educational Leadership, particularly e-books, to support

the EdD. We also have access to the full-text database Education Research Complete and the journal collections of Sage Premier and Taylor and Francis Social Sciences and Humanities. In the event that

the students are entitled to access Newman’s resources, there are resources available to support

them.


Delivering appropriate skills support workshops for students learning at a distance is problematic,

especially in our reduced staffing situation, but this has not proved to be insurmountable for the small numbers of distance learning students currently studying in this mode, so long as it is planned

carefully.

If the students are intended to be ‘TLI’ students, TLI will be entirely responsible for the resource provision, and should be invited to respond to this aspect of the programme proposal.

If it is planned to have two versions of the programme running – one with ‘Newman’ students and one with ‘TLI’ students – they will need to be resourced separately and not given access to shared

services – such as a common Moodle instance.

Comments from Proposal Team in Response to Comments Raised

This is in Cornwall only, based at The Learning Institute (TLI). Students will attend there. It is blended learning from TLI, not distance learning from Newman University. There will no online support from Newman University.

Students will access library and support materials provided by The Learning Institute. TLI will be entirely responsible for the resource provision. There is no intention to call on support for students in relation to skills support workshops.

There will be one version of this MA running and it will be run by the TLI. We are also validating for on-campus delivery for the future.

IT Services

Comment by Programme Team: Online support will be available to students working off campus in Cornwall. This will cover issues with Moodle, e mails, passwords, submission site etc.

Support Area Response (Head of Service Area/representative):

No additional comments received.

E-learning

Comment by Programme Team: This is an area of great interest to The Learning Institute providing online support for learning. Help desk support for students accessing online e learning platforms will be needed.

Support Area Response (Bob Ridge-Stearn, Head of eLearning):

I am not sure who added the comment above to this section on the form, nor exactly what it means.

Section 1.9 Mode – says

“blended learning”

I do not have a sense of how much is delivered face to face and how much online, nor what platforms are to be used (e.g. a VLE? An e-Portfolio? A media library? Webinar software?). I am

guessing that all e-learning infrastructure and support is to be provided by the The Learning Institute from Roche.

Section 3.1 Strategic Justification for the Programme says…

“To avoid variability of marking and variability of approach, The Learning Institute tutor

team and Newman University MA team will meet regularly to monitor this and will be a key

part of the internal moderation. Meeting regularly also ensures equity and effective

communication.”

I would like to think that both teams have already explored video conferencing and discussed this


with their respective IT Services department.

3.3. Market Analysis/Research:

Without knowing the makeup of the blended learning I am not sure whether this programme is

delivered predominantly online at a distance or face to face. If it is online, or if the face to face

sessions are ‘block’ sessions (rather than weekly sessions), then we might want to cast our eye further afield, not only to assess the risk (competition) but to promote to the market.


There will be one face to face day ‘block’ sessions per module, with the exception of the dissertation which is a double module. Further input will be provided by The Learning Institute (TLI) via blended learning approach accessing all appropriate technologies.

All e-learning infrastructure and support is to be provided by TLI.

There will be close liaison between the TLI and the link tutor, Liane Purnell, using all appropriate technologies.

Marketing

Comment by Programme Team: Marketing of the MA will be carried out solely by The Learning Institute.

Marketing materials will be submitted to Newman University for approval prior to use.



Estates

Comment by Programme Team: N/A



Finance

Comment by Programme Team: Online support will be available to students with queries regarding fees, payment schedules and payment of student fees.

Support Area Response (T Sharma/D Oldaker/M Azeem):

Income

Tuition Fees are forecast to rise by a prudent 1.5% year on year. Student withdrawal rates have been factored in based on typical withdrawal rates for the University.

Expenditure

The course is delivered at TLI Cornwall and it is anticipated that the costs of academic support from

Newman will be for the link tutor role of our Assistant Dean. Additional staff costs relate to the

collaborative provisions unit.

Other Faculty costs have been factored in relating to operating expenditure and external examiner

fees have also been included.

A marginal cost and contribution analysis is provided. The fee split is assumed at a 70/30 split, but

this is an estimate as agreement has not as yet been reached. Successful agreement will be crucial


to the financial viability of the course.

Item 3.2 of the program proposal provides non-financial, strategic benefits which support this investment.

The costings show that there is a deficit position in year 0, with limited surplus forecast for future years at University level, despite considerable student number growth forecast in year 3. At Faculty

level, the surplus has been further reduced after taking in to account the contribution to centre overheads.

Income

2019/20 2020/21 2021/22 2022/23

Student numbers

Year 1 16 16 16 30

Year 2 14 15 15

Year 3 14 15

Income from student numbers 27,200 51,780 78,840 106,680

Income from other sources

Total income 27,500 51,780 78,840 106,680

Expenditure

2019/20 2020/21 2021/22 2022/23

Staff numbers

Academic (FTE) 0.25 0.25 0.25 0.25

Academic staff costs 506 516 526 537

Collaborative Provision costs 4,021 4,101 4,183 4,267

Other Faculty costs 2,911 2,998 3,088 5,813

External examiners 1,000 1,000 1,000 1,000

TLI fee share 17,850 36,246 55,188 74,676

Total expenditure 26,288 44,861 63,985 86,292

Contribution to Overheads - 788 6,919 14,855 20,388

Contribution % of turnover -3.09% 13.36% 18.84% 19.11%

Centre Overheads 1,079 6,255 11,585 17,069

Contribution to Faculty - 1,867 664 3,270 3,319

Contribution % of turnover -7.32% 1.28% 4.15% 3.11%

Timetabling

Comment by Programme Team: All timetabling will be carried out by The Learning Institute.

Support Area Response (Claire Tidmarsh, Deputy Head of Registry Operations (Student

Records and Support Team):

The mandatory module programme structure is clear and easy for all to follow except for dissertation

‘121’. Is the course completed in 3 years or 3.5? The students will end up on 3 years plus another year of ‘EO’ status before graduating in the autumn effectively in the start of the fifth year after

starting. This affects our achievement and completion rate. Thought needs to be given for when


Post-Graduate metrics are included in the TEF, etc. Can the student complete the dissertation by the

end of the third year? This would be in line with other masters courses e.g. MRes and MA Work based learning. It would be clearer in terms of their enrolment, assessment and completion of the

course.

This is currently an issue on MA Education where students are EO with no clear hand in date and completion point in the student record. This lack of structure can make a students’ status difficult to

keep track off and can lead to a negative student experience e.g. the IT systems stop working. Completing the dissertation within the fixed one-year time frame would remove this issue

for the majority of students, with exceptions being students with mitigating circumstances. Enrolment for new students will be an online process. This process is still being developed so it

should be expected that there may be the odd problem here and there as the process is established

and fine tined, it will be important to manage the expectations with the partner institution. As the course is off campus there will not be a MyNewman timetable for this course.


The MA Values-led leadership will be studied over 3 years. The exceptions would be students with

mitigating circumstances.

Online enrolment will be managed carefully.

Planning and Systems Development

Comment by Programme Team: Future planning will be led by The Learning Institute liaising with Newman University.

Support Area Response (Rachael Millichope, Head of Planning and Systems

Development):

It must be made clear to students who intend to enter with up to 90 level 7 credits via the

Recognition of Prior Learning (RPL) that they will not be eligible for a Postgraduate Loan from the

Student Loans Company.

Will this MA be studied over a duration of 2 or 3 years? We need to know this in order to set up the

course correctly on the Student Finance course directory.

The first degree classifications for Newman University under the ‘Quality of provision’ section is

incorrect. The data for 2017-18 is not yet available (sign off 2nd Nov 2018) but will be officially reported as follows:

1 19%

2:1 42%

2:2 30%

Third 9%

I cannot confidently comment on the retention percentages shown as I do not know the definition

used for retention in this case. However, the official performance indicator for Newman’s full-time

first degree retention is currently 85%. The 95% quoted is very high and not correct. The equivalent figure for full-time other undergraduate is not available as Newman does not have

enough students to derive a figure.


Students can only bring in 30 credits and only against one module: VLM702 Professional Enquiry: Improving Practice with Living Educational.

It will be made clear to students who intend to enter with up to 30 level 7 credits via the Recognition of Prior Learning (RPL) that they will not be eligible for a Postgraduate Loan from the Student Loans


Company.

The MA Values-led Leadership will be studied over 3 years, except where students suspend.

Admissions

Comment by Programme Team: Processing of applications, checking applications, allocating places and notifying students will be undertaken by Newman University online. Newman University will coordinate with The Learning Institute online of students registered. Student registration will take place online. Student induction will take place with The Learning Institute tutors in Beacon Place, Roche, Cornwall.

Support Area Response (Michaela Artingstall, Head of Registry Operations):

I would like to suggest the following changes:

Please replace:

SECTION 4: PROGRAMME STRUCTURE AND REQUIREMENTS

4.1. Entry Requirements:

Students may also enter with up to 90 level 7 credits via the Recognition of Prior Learning (RPL). The

MA Values-led Leadership is open to graduates who are professionally engaged in an educational setting and/or graduates who have an interest in educational issues.

to: AGREED

Comments from Proposal Team in Response to Comments Raised: this change agreed, except a maximum of 30 credits can be brought in and only against one module:

Students may also enter with up to 30 level 7 credits via the Recognition of Prior Certified or Experiential Learning (RPcL/RPeL). The MA Values-led Leadership is open to graduates who are

professionally engaged in an educational setting and/or graduates who have an interest in

educational issues. The module is VLM702 Professional Enquiry: Improving Practice with Living Educational

research.

Assessments and Graduation

Comment by Programme Team: Students will be invited to graduation at Newman University alongside other MA Education students.

Assessments will be carried out by The Learning Institute’s (TLI) MA tutors. All assessments will be standardised and moderated by TLI before being moderated against Newman’s MA assessments. TLI tutors will meet Newman University MA tutors at Newman University for moderation.

Assessments will be agreed as part of the validation process and with Newman University MA Course Leader.



GDPR Issues

Comment by Programme Team: The Learning Institute will follow Newman University’s GDPR Policy for its MA Values-led Leadership students, tutors and administrative support.

Support Area Response (Jude Sloan, GDPR Project Co-ordinator)


As this proposed programme is with a collaborative partnership it is important that the partner

institution abides by the data protection laws. As long as they have signed an updated collaborative partnership agreement / data processing agreement which is data protection compliant then this

should already be covered. It is important in their privacy notice to the students that it is clear that

both institutions will be processing their personal data and are able to share personal data with each other.

Aside from that the usual requirements apply that staff involved in the programme must comply with the University’s data protection policies and procedures, as in all Newman University job contracts.

Bring Your Own Device (BYOD) Policy – including the do’s and don’ts of using your own device (phone, tablet, laptop, notebook etc.) for work-related activity.

Data Breach Reporting Procedure – how to spot a data breach / suspected data breach and how to

tell us report it straight away. Thank you to those who have reported data breaches so far. Not only is it necessary to do so, but it also helps to highlight risk areas from which we can improve our

practices. Data Protection Glossary – we’ve tried to write in clear English, but this glossary should help cut

through any jargon.

Data Protection Policy Email Procedures regarding Data Protection

Encrypting and Decrypting files and folders using 7-Zip – the University recommended method for password protecting documents. The Email Procedures also contain a secondary method in case this

one is not possible on your device / the recipient’s device. General Conditions of Use of Computing and Network Facilities

Information Classification Table - this helps to identify how different content needs to be stored,

printed, emailed and disposed of. Information Security Policy – Information security should not be mistaken for Information

Technology. Information security relates to all our roles, and this document, with the exceptions of sections 7 and 8, need to be read by all staff. IT Services staff need to also read and apply sections 7

and 8.

Procedure for Responding to a Data Subject Access Request – a data subject access request can manifest itself in many forms (verbal, social media, email, post) and all staff need to know what

initial action to take. Virus Management Policy – this relates to any devices used on Newman networks including your own

devices and Newman devices. All users have responsibilities which are stated in this policy. Among

other benefits, good virus management can reduce the risk of data breaches. Wireless Networking Policy - this relates to any devices used on Newman networks including your

own devices and Newman devices. All users have responsibilities which are stated in this policy.


As this proposed programme is with a collaborative partnership it the partner institution will abide by the data protection laws. They will sign an updated collaborative partnership agreement / data processing agreement which is data protection compliant. Their privacy notice to the students will make it clear that both institutions will be processing their personal data and are able to share personal data with each other.

Staff involved in the programme will comply with the University’s data protection policies and procedures, as in all Newman University job contracts.

https://newman.ac.uk/knowledge-base/bring-your-own-device-byod-policy/

https://newman.ac.uk/knowledge-base/data-breach-reporting-procedure/

https://newman.ac.uk/knowledge-base/data-protection-glossary/

https://newman.ac.uk/knowledge-base/the-data-protection-policy/

https://www.newman.ac.uk/knowledge-base/email-procedures-regarding-data-protection/

https://newman.ac.uk/knowledge-base/encrypting-and-decrypting-files-and-folders-using-7-zip/

https://www.newman.ac.uk/knowledge-base/general-conditions-of-use-of-computing-and-network-facilities/

https://newman.ac.uk/knowledge-base/information-classification-table

https://www.newman.ac.uk/knowledge-base/information-security-policy/

https://www.newman.ac.uk/intranet/knowledge-base/procedure-for-responding-to-a-dsar/

https://newman.ac.uk/knowledge-base/it-user-policy/

https://newman.ac.uk/knowledge-base/it-user-policy/


CMA Issues

Comments by Programme Team: N/A

Support Area Response (Lysandre de-la-Haye, Deputy Registrar):


Quality Office

Comment by Programme Team: Quality Assurance will be ensured through moderation of student’s assignments, the grade spread and student feedback.

Support Area Response (Lysandre de-la-Haye, Deputy Registrar):

This needs to be clearly flagged as a potential franchise arrangement and also the amount of fees

that TLI will receive (as they have twisted our arms for a 75% share for the first two years.

A new partnership agreement will need to be drawn up to include student protection plan operations.


These will happen.

Faculty Office

Comment by Programme Team: Dr Liane Purnell will act as TLI MA liaison.

Support Area Response (Neil Porter, Faculty Office Manager):

I see no issue with the proposal for the MA Values-led Leadership in Partnership with TLI.

Thus far the partnership has been working efficiently and from an administrative perspective I foresee a minimal impact on the faculty other than potential queries from candidates or students that

will need redirecting accordingly, and support of admissions where appropriate.

Some minimal administration may be required for any TLA projects, but should be absorbed within

the team, though this will be monitored depending on the size of cohorts involved.


Thank you for these, we foresee a few queries at best.

There will no involvement with TLA projects as they can bring credits in, therefore no administrative support is needed.

This proposal is supported by the Executive Dean of Faculty:

Signature: Date: 05/10/18

Signed (Dean of School): Date:


For Completion following consideration by the Portfolio Review and Development Group

This proposal was approved for validation, during the 2018/19 academic year, for a proposed

September 2019 start.

This was following consideration of the proposal, and additional supporting documentation, at the Portfolio Review and Development Group meeting held on Wednesday 17th October 2018, with this

decision subsequently reviewed and confirmed by the University Leadership Team.


APPENDIX 1:

INCLUSIVE PRACTICE AUDIT


INCLUSIVE PRACTICE AUDIT CHECKLIST

General Issues Yes Yes,

but No, but No Comments

All venues are fully accessible with appropriate heating, ventilation and lighting

control X

All students are provided with a course overview in a format that is accessible to them X

All students to be provided with an up to date, essential reading list prior to

each semester X

All students have an up to date timetable one month in advance detailing

where they need to be and when X

All students have access to Student Support for one-to-one support

X

This is offered by the student’s Professional Academic Tutor. Online tasks and support are

offered for students when starting their course and between each academic year. These can

be accessed at any time.

All staff are made aware of students with specific disabilities and any

reasonable adjustments X

Networked computer suites are available with Assistive Technology installed X Students bring their own laptops to sessions

Free Wi-fi is available in all venues X

Taught Sessions Yes Yes, but No, but No Comments

Learning outcomes are stated for each discrete session or activity (seminar,

tutorial, workshop, lecture etc.) X

Students are allowed to make audio recordings of taught sessions for personal use and/or use note takers in line with The Learning Institute’s Policy and its

noted exceptions X


Hand-outs are clear, well reproduced and in a large (min pt 12) font (or available

enlarged) example to be provided X

Hand-outs are printed on matt, non-glare cream/ivory paper X

For some Dyslexic students coloured paper is

used as requested.

Hand-outs are available at least 24hrs in advance electronically X

Presentations use a clear, large, consistent font. Images and videos, including

sound, are clear X

References to important literature are accurate, materials are available X

Teacher speaks clearly with good articulation, facing students X

Teacher knows which students have specific issues that may impact on

interaction and speaking activities X

Practical support is provided in workshops / laboratories, as required X

Online Materials Yes Yes,

but No, but No Comments

Materials on Moodle are clearly labelled, well signposted and in an appropriate section X

Moodle

Moodle is well organised and kept ‘tidy’ and up to date X

Videos (incl. video lectures) are provided with subtitles or transcripts X

Assessments Yes Yes, but No, but No Comments

Assessments / submission deadline dates are published in advance X

Assessment briefs use clear, unambiguous language X

Feedback is provided in typed or electronic format X

Reasonable adjustments are known and applied to each assessment for

individual students who are entitled X


Students know and understand how and in what circumstances they may apply

for extensions X

Group work projects are flexible and responsive to individual needs. Management

of group progress / dynamics will be given as necessary X

Assessments are staggered to avoid periods of excessive workload X

Alternative forms of assessment are considered in advance and readily available if required

X Students will be supported to access the assessment task as stated in the module outline.

Selection Yes Yes, but No, but No Comments

Places are allocated to prospective students irrespective of any disclosed or non-

disclosed disability X

Clear information about the activities, assessments and general course

requirements is available for all applicants X

Competence standards for professional courses are clearly known and communicated X

Programme Name MA Values-led leadership Chair of Panel / Programme Leader

Date

This is a self-evaluation document based on the Department for Business, Innovation and Skills 15/16 DSA draft guidance. Please make judgements against each item

on the following scale:

Yes The programme is fully compliant in this regard Yes, but… The programme is generally compliant in this regard, however there are one or two minor issues to be resolved No, but… Some progress has been made in this regard, however there are still significant issues to be addressed No The programme is not compliant in this regard


Aspect Main Issue(s) Action(s) to be taken Success Criteria (including timescale)

Name of Chair:

I confirm that satisfactory responses have been received in respect of the statements above.

Signature of Chair: Date:


APPENDIX 2:

ASSIGNMENT BRIEFS

Module code Module title Credits


VLM702 Professional Enquiry: Improving Practice with Living

Educational Theory research

30


VLM704 Leading Change: social change, social movement, social

justice

30



Assignment Brief 2018/19

1. Module Information

Module Title: Research Design: Methodology and Methods

Module Code: VLM701

Cohort: Cornwall, part time

2. When the Module is Run

Academic Year: 2019-2020

Semester: One

3. Module Leader

Name: Keith Jones Telephone: 01726 891807

Email: [email protected]

4. Other Members of Staff Involved in the Module (if any)

John Butcher, Keith Jones, Nick Wilkins, Heather Hanrott, Dr Laura Osbourne, Anne Petherick-Davis

5. Module Learning Outcomes Assessed through this Assignment

explore the suitability of a range of methodologies and methods in relation to both the

research design and their own ontological and epistemological positioning;

critically engage with relevant literature in designing and reflecting on research processes and

methodologies; act autonomously in designing a research project within an educational context;



design process.

6. Assignment Deadline and Submission Details

Deadline: by 12 noon on TBC

Submission Mode:

☒ Electronic Assignment Submission and Feedback

Moodle Assignments:

File Name: [Module Code; Component number; Assessment type] [16 characters specified by the Module Leader, and alphanumeric only and cannot include the student

or tutor’s name]

File size limit only complete if more than 20MB: n/a

mailto:[email protected]


Number of Files (maximum of 10):

☐ Single

Students should save their submission using a Microsoft Compatible file unless advised otherwise by

the tutor.

7. Details of the Assignment

Assignment Name (as it appears in MDS): A 4,000 word written assignment.

Component Number: One

Assignment Weighting: 100%

Assignment Details: 4,000 word written assignment on a Research Design of the students own choice (although guidance will be given). More details on the assignment structure are available

from staff.

Additional specialist assessment criteria and where to find it

Other sources of guidance for this assignment include: the lay out guidance document and the using sources effectively document.

If the assignment is done as a group, each individual in the group must submit.

Students cannot submit any work for this assignment which they have submitted for any previous assignment, unless specified as part of the Assignment Brief.

How will you will receive Feedback:]

☒ Feedback file via an electronic Assignment Submission and Feedback

Date you can expect feedback: 3 working weeks after submission

We will inform you if we are unable to provide feedback by this date

8. Instructions for Late Submissions, Extensions and Resits

Submissions* made after the deadline should be made using the same submission mode as stated in this Assignment Brief.

----------------- If your work is a resit or submitted late, the mark will be capped for postgraduate work

(level 7) at 50%.

Results, and assignments submitted as agreed by the Mitigating Circumstances Board should be made

using the same submission mode as stated in this Assignment Brief. If the mode is via Moodle, a Moodle Assignment submission link entitled ‘Resits’ will appear on the Moodle page for these

submissions.


9. Marking Criteria

Headings drawn

from the

Framework for Higher Education

Qualifications (QAA, 2014)

Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%

Understanding of knowledge

and issues in the discipline or area

of practice

Demonstrate an advanced level of

sophistication in the critique of knowledge

at the forefront of the

discipline, commensurate with

the expectations of peer-reviewed

publication.


critical insight in the evaluation of

knowledge and an


and/or new insights, at the

forefront of their

academic discipline, field of study or

area of professional practice. Ability to

make connections beyond their

immediate

disciplinary/ professional

sphere.

Systematic evaluation of

knowledge, and critically analytical

awareness of

current problems and/or new

insights, informed by, the forefront

of their academic

discipline, field of study or area of


Systematic collation and

comprehension of knowledge, and

descriptive

analytical awareness of


insights, some of

which is at, or informed by, the

forefront of their academic


professional

practice.

Understanding and awareness

of some relevant

knowledge and

issues, some of which is at the

fore-front of the discipline or

area.

Limited awareness of relevant knowledge and issues,

uninformed by material at the fore-front of the discipline or

area.

Understanding of research and

scholarship

Demonstrate an ability to analyse,

evaluate and challenge received

approaches and

generate defensible techniques applicable

to their own research or advanced

scholarship,

Demonstrate fluency in critically

evaluating techniques

applicable to their


scholarship and introduce relevant

approaches from

Show a comprehensive


applicable to their


scholarship. Good use of Harvard

referencing.

Demonstrate an ability to evaluate


own research or

advanced scholarship.

Appropriate use of Harvard

referencing.

Some understanding

of techniques applicable to

their own

research and scholarship.

Errors in Harvard

referencing.

Limited or mistaken understanding of techniques

applicable to their own research and scholarship.

Limited understanding of




peer-reviewed publication.

Excellent use of


their cognate area. Very good use of


Application of

knowledge and

understanding research

methods

Demonstrate

exceptional originality

in the application of knowledge including

that from beyond the discipline/cognate

area. An advanced ability to challenge

and enhance

established techniques of

research and enquiry used to create and

interpret knowledge

in the discipline/cognate

area.

Demonstrate

distinctive

originality in the application of


critical understanding of

how established



interpret

knowledge in the discipline.

Critical application

of knowledge,

together with a practical and

theoretical understanding of


research and



discipline.

Standard

application of


practical understanding of


research and



discipline.

Partial

application of

knowledge and/or limited


of research and enquiry in the

discipline.

Inappropriate application of

knowledge and/or

misunderstanding of techniques of research and

enquiry in the discipline.

Conceptual

understanding

and critical evaluation of

research and scholarship in

the discipline.

Original and

challenging thinking

about ideas at the forefront of the

discipline. The ability to deal with super-

complexity and

limitations of data to propose novel ideas

and approaches.

Conceptual

understanding that

enables the student to deal with

complexity and make sound

judgements in the

absence of complete data from


scholarship in the

discipline. Some original and critical

thinking

Good conceptual

understanding that

enables the student to

evaluate critically current research

and advanced


Conceptual

understanding that

enables the student to analyse


scholarship in the

discipline.

Some patchy

conceptual

understanding that enables

the student to analyse current

research and

advanced scholarship in

the discipline.

Little conceptual


student to analyse current research and advanced



Conceptual understanding


methodologies.

Conceptual understanding to

challenge existing methodologies and

paradigms to propose

innovative approaches.

Conceptual understanding to

critique research paradigms,

enhance


hypotheses.

Good conceptual understanding that

enables the student to critically

evaluate

methodologies and develop their own

hypotheses.

Conceptual understanding that

enables the student to choose

appropriate

methodologies; identify their

strengths and weaknesses; and

construct

hypotheses.

Some understanding

of methodologies

and the nature

of hypotheses.

Conveying little or no understanding of

methodologies or defending methodological choices.

Qualities and


communication,

problem-solving initiative,


presentation and

independence.



conclusions.

Excellent problem-solving and

presentation skills. Full initiative and

responsibility taken

for written research. Excellent use of

standard English, which is authoritative,

using a wide ranging and precise

vocabulary.

Persuasive writing


and deploying the

best available media.


presentation and

problem-solving skills. Capable,



clear and

persuasive.


communicate ideas to both

specialists and

non-specialists through a variety

of appropriate formats with

effective


initiative in problem-solving.

Good use of standard English

which is

linguistically and structurally clear

Communicate

ideas using the required format,

presentation and

written academic protocols.

Exercise personal responsibility in

decision-making

and ability to learn independently.



Some

ineffective presentation

and

communication or mistakes in

writing and following

academic

protocols. Limited

exercise of personal


independently.

Writing style and writing is

not always clear. Errors in

standard

English hinder communication.

Poor writing and

communication, failing to use appropriate format,

presentation or academic

protocols. Unwillingness to take responsibility. Errors in

standard English significantly hinder communication and the

expression of ideas




Module Title: Professional Enquiry: Improving Practice with Living Educational Theory Module Code: VLM702



Academic Year: 2019-2020

Semester: Two

3. Module Leader

Name: Joy Mounter

Telephone: 01726 891807



John Butcher, Keith Jones, Nick Wilkins, Heather Hanrott, Dr Laura Osbourne,

Anne Petherick-Davis


explore the suitability of methodologies and methods in relation to both the research design and

their own ontological and epistemological positioning;

critically engage with relevant literature in designing and reflecting on research methods and

methodologies; act autonomously in designing a research project within an educational context;



process.



Submission Mode:

☒ Electronic Assignment Submission and Feedback link

Moodle Assignments: File Name: [Module Code; Component number; Assessment type]

[16 characters specified by the Module Leader, and alphanumeric only and cannot include the student

or tutor’s name]





☐ Single

Students should save their submission using a Microsoft Compatible file unless advised otherwise by the tutor.


Assignment Name (as it appears in MDS): ‘Living Poster’. Presentation of Living Poster to the

seminar group. (equivalent 4,000 words) Component Number: One

Assignment Weighting: 100% Assignment Details: Submission of a ‘Living Poster’ focusing on an aspect of their practice, to be

negotiated with the module tutor according to student developmental needs. This will include multi-

media data. Presentation of Living Poster to the seminar group.

Additional specialist assessment criteria and where to find it Other sources of guidance for this assignment include: the lay out guidance document and the using

sources effectively document.


Students cannot submit any work for this assignment which they have submitted for any previous

assignment, unless specified as part of the Assignment Brief.


☒ Other: Please specify: electronic





-----------------

If your work is a resit or submitted late, the mark will be capped for postgraduate work (level 7) at 50%.


using the same submission mode as stated in this Assignment Brief. If the mode is via Moodle, a

Moodle Assignment submission link entitled ‘Resits’ will appear on the Moodle page for these submissions.


9. Marking Criteria

Headings drawn

from the



Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%

Understanding of knowledge and

issues in the discipline or area

of practice






publication.



knowledge and an


and/or new insights, at the forefront of

their academic


professional practice. Ability to


immediate

disciplinary/ professional sphere.



awareness of


insights, informed by, the forefront of

their academic





descriptive



insights, some of




professional

practice.

Understanding and awareness of some

relevant knowledge and issues, some of

which is at the fore-


Limited awareness of relevant knowledge and

issues, uninformed by material at the fore-

front of the discipline or

area.

Understanding of

research and scholarship


to analyse, evaluate and challenge

received approaches and generate

defensible


or advanced scholarship,

commensurate with

Demonstrate

fluency in critically evaluating


own research or

advanced scholarship and

introduce relevant approaches from

their cognate area.

Show a

comprehensive understanding of


own research or

advanced scholarship. Good

use of Harvard referencing.

Demonstrate an

ability to evaluate techniques


advanced

scholarship. Appropriate use of


Some


applicable to their own research and

scholarship. Errors

in Harvard referencing.

Limited or mistaken

understanding of techniques applicable

to their own research and scholarship.

Limited understanding






Very good use of Harvard

referencing.

Application of knowledge and

understanding

research methods

Demonstrate exceptional originality

in the application of

knowledge including that from beyond the

discipline/cognate area. An advanced


established techniques

of research and enquiry used to create

and interpret knowledge in the

discipline/cognate

area.

Demonstrate distinctive originality





research and

enquiry are used to create and interpret


Critical application of knowledge,

together with a

practical and theoretical

understanding of how established


enquiry are used to

create and interpret


Standard application of

knowledge,

together with a practical



enquiry are used to



Partial application of knowledge and/or

limited

understanding of techniques of

research and enquiry in the

discipline.


knowledge and/or

misunderstanding of techniques of research

and enquiry in the discipline.

Conceptual


evaluation of


the discipline.

Original and


forefront of the



propose novel ideas

and approaches.

Conceptual


to deal with



complete data from



original and critical

thinking

Good conceptual


student to evaluate

critically current research and


discipline.

Conceptual


student to analyse



Some patchy


enables the student

to analyse current research and


discipline.

Little conceptual


analyse current

research and advanced scholarship in the

discipline.

Conceptual

understanding

Conceptual

understanding to

Conceptual

understanding to

Good conceptual

understanding that

Conceptual

understanding that

Some

understanding of


understanding of



methodologies.



approaches.

critique research paradigms, enhance


hypotheses.



develop their own

hypotheses.



identify their


construct hypotheses.

methodologies and the nature of

hypotheses.

methodologies or defending


Qualities and


communication, problem-solving

initiative,





conclusions. Excellent problem-solving and

presentation skills.



standard English,



Persuasive writing


and deploying the best available

media.



skills. Capable,



clear and persuasive.



and non-specialists through a variety

of appropriate



initiative in




Communicate ideas


presentation and written academic

protocols. Exercise



independently.



Some ineffective


mistakes in writing and following

academic protocols.



independently.



hinder communication.

Poor writing and


format, presentation or academic protocols.

Unwillingness to take


significantly hinder communication and the

expression of ideas




Module Title: Values-led Leadership Module Code: VLM703



Academic Year: 2019-2020 Semester: One

3. Module Leader

Name: John Butcher

Telephone: 01726 891807






explore the suitability of a range of methodologies and methods in relation to both the

research design and their own ontological and epistemological positioning; critically engage with relevant literature in the field of values-led leadership;




design process.



Submission Mode:

☐ Electronic Assignment Submission and Feedback

Moodle Assignments:


or tutor’s name]





☐ Single


the tutor.


Assignment Name (as it appears in MDS): 4000 word written/ multi-media assignment Component Number: One Assignment Weighting: 100%

Assignment Details: Professional development portfolio- submission of a leadership journal reflecting values-led leadership. The multi-media journal will reflect the Living Theory research which

clarifies the researcher’s embodied, living theories in practice. Any living contradictions will be explored. Evidence of leadership, reflections, literature, research, photos and recordings will be

included as appropriate. This learning journal will be kept for the duration of the course.

Additional specialist assessment criteria and where to find it

Other sources of guidance for this assignment include: the lay out guidance document and the using sources effectively document.




☒ Other: Please specify: electronic




Submissions* made after the deadline should be made using the same submission mode as

stated in this Assignment Brief. -----------------

If your work is a resit or submitted late, the mark will be capped for postgraduate work

(level 7) at 50%.

Results, and assignments submitted as agreed by the Mitigating Circumstances Board should be made using the same submission mode as stated in this Assignment Brief. If the mode is via Moodle, a



9. Marking Criteria

Headings drawn

from the



Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%



of practice






publication.



knowledge and an



their academic




immediate




awareness of



their academic





descriptive



insights, some of




professional

practice.








area.

Understanding of





defensible



commensurate with

Demonstrate



own research or



their cognate area.

Show a



own research or



Demonstrate an



advanced



Some



scholarship. Errors


Limited or mistaken










referencing.


understanding

research methods









discipline/cognate

area.






research and




together with a




enquiry are used to




knowledge,




enquiry are used to




limited



discipline.


knowledge and/or



Conceptual


evaluation of


the discipline.

Original and


forefront of the



propose novel ideas

and approaches.

Conceptual


to deal with



complete data from




thinking

Good conceptual


student to evaluate



discipline.

Conceptual


student to analyse



Some patchy


enables the student



discipline.

Little conceptual


analyse current


discipline.

Conceptual

understanding

Conceptual

understanding to

Conceptual

understanding to

Good conceptual

understanding that

Conceptual

understanding that

Some

understanding of


understanding of



methodologies.



approaches.



hypotheses.



develop their own

hypotheses.



identify their




hypotheses.



Qualities and



initiative,









standard English,



Persuasive writing



media.



skills. Capable,







of appropriate



initiative in




Communicate ideas



protocols. Exercise



independently.



Some ineffective



academic protocols.



independently.




Poor writing and






expression of ideas




Module Title: Leading Change: social change, social movement, social justice

Module Code: VLM704 Cohort: Cornwall, part time


Academic Year: 2019-2020 Semester: Two

3. Module Leader

Name: Joy Mounter

Telephone: 01726 891807








explore the suitability of a range of methodologies and methods in relation to both the research

design and their own ontological and epistemological positioning; critically engage with relevant literature in designing and reflecting on research processes and

methodologies;




process.



Submission Mode:


Moodle Assignments: File Name: [Module Code; Component number; Assessment type]

[16 characters specified by the Module Leader, and alphanumeric only and cannot include the student



or tutor’s name]



☐ Single


the tutor.


Assignment Name (as it appears in MDS): 4,000 word written assignment looking at an

aspect of leading change working towards social justice and 'flourishing of humanity (Whitehead, 2010). Incorporating a Living Theory Research methodology, students will identify their ontological

values in relation to the proposed change.

Component Number: One Assignment Weighting: 100% Assignment Details: Submission of a 4,000 word essay focusing on an aspect of leading

change, to be negotiated with the module tutor according to student developmental needs. (A maximum of 4,000 words (excluding appendices and list of references.) Additional specialist assessment criteria and where to find it Other sources of guidance for this assignment include: the lay out guidance document and the using



Students cannot submit any work for this assignment which they have submitted for any previous

assignment, unless specified as part of the Assignment Brief.


☒ Other: Please specify electronic





-----------------



using the same submission mode as stated in this Assignment Brief. If the mode is via Moodle, a Moodle Assignment submission link entitled ‘Resits’ will appear on the Moodle page for these

submissions.


9. Marking Criteria

Headings drawn

from the



Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%



of practice






publication.



knowledge and an



their academic




immediate




awareness of



their academic





descriptive



insights, some of




professional

practice.





Limited awareness of relevant knowledge

and issues, uninformed by

material at the fore-


Understanding of





defensible



commensurate with

Demonstrate



own research or



their cognate area.

Show a



own research or



Demonstrate an



advanced



Some understanding

of techniques applicable to their own

research and scholarship. Errors in


Limited or mistaken



Limited

understanding of Harvard referencing.






referencing.


understanding

research methods









discipline/cognate

area.






research and




together with a




enquiry are used to




knowledge,




enquiry are used to




limited understanding

of techniques of research and enquiry

in the discipline.


knowledge and/or

misunderstanding of techniques of

research and enquiry in the discipline.

Conceptual


evaluation of


the discipline.

Original and


forefront of the



propose novel ideas

and approaches.

Conceptual


to deal with



complete data from




thinking

Good conceptual


student to evaluate



discipline.

Conceptual


student to analyse



Some patchy


enables the student to

analyse current research and

advanced scholarship in the discipline.

Little conceptual


to analyse current

research and advanced scholarship

in the discipline.

Conceptual

understanding

Conceptual

understanding to

Conceptual

understanding to

Good conceptual

understanding that

Conceptual

understanding that

Some understanding

of methodologies and


understanding of



methodologies.



approaches.



hypotheses.



develop their own

hypotheses.



identify their



the nature of hypotheses.



Qualities and



initiative,









standard English,



Persuasive writing



media.



skills. Capable,







of appropriate



initiative in




Communicate ideas



protocols. Exercise



independently.



Some ineffective



academic protocols.

Limited exercise of personal responsibility

or ability to learn independently.

Writing style and

writing is not always clear. Errors in

standard English hinder communication.

Poor writing and

communication, failing to use

appropriate format, presentation or

academic protocols.

Unwillingness to take responsibility. Errors

in standard English significantly hinder

communication and

the expression of ideas




Module Title: Dissertation Module Code: VLM705



Academic Year: 2019-2020 Semester: One and Two

3. Module Leader

Name: Laura Osbourne Telephone: 01726 891807






Learning opportunities:


critically engage with relevant literature in designing, undertaking and reflecting on research

act autonomously in designing a small scale study within an educational context;

critically review how ethical considerations have been embedded throughout the research design and processes of research;

justify the suitability of a range of methodologies and methods in relation to both the research design and their own ontological and epistemological positioning;

critically discuss how their chosen issue and findings relate to literature reviewed;

evaluate the implications of findings and conclusions for specialist and non-specialist audiences;

evaluate the implications of their research for advancing their own personal and professional knowledge and understanding.



Submission Mode:




Moodle Assignments:


or tutor’s name]



☐ Single


the tutor.


Assignment Name (as it appears in MDS): Dissertation 15,000 words Component Number: One

Assignment Weighting: 100%

Assignment Details: Dissertation 15,000 words to include the analysis, critical review and evaluation of a small scale study. This will assess all intended learning outcomes. (A research

proposal will be submitted for formative assessment and feedback, but will not be formally assessed).

Additional specialist assessment criteria and where to find it Other sources of guidance for this assignment include: the lay out guidance document and the using





☒ Other: Please specify electronic




Submissions* made after the deadline should be made using the same submission mode as

stated in this Assignment Brief. -----------------


Results, and assignments submitted as agreed by the Mitigating Circumstances Board should be made using the same submission mode as stated in this Assignment Brief. If the mode is via Moodle, a



9. Marking Criteria

Headings drawn

from the



Clear Distinction

80-100%

Distinction

70-79%

Merit

60-69%

Pass

50-59%

Fail

40-49%

Clear Fail

0-39%



of practice






publication.



knowledge and an



their academic




immediate




awareness of



their academic





descriptive



insights, some of




professional

practice.








area.

Understanding of





defensible



commensurate with

Demonstrate



own research or



their cognate area.

Show a



own research or



Demonstrate an



advanced



Some



scholarship. Errors


Limited or mistaken










referencing.


understanding

research methods









discipline/cognate

area.






research and




together with a




enquiry are used to




knowledge,




enquiry are used to




limited



discipline.


knowledge and/or



Conceptual


evaluation of


the discipline.

Original and


forefront of the



propose novel ideas

and approaches.

Conceptual


to deal with



complete data from




thinking

Good conceptual


student to evaluate



discipline.

Conceptual


student to analyse



Some patchy


enables the student



discipline.

Little conceptual


analyse current


discipline.

Conceptual

understanding

Conceptual

understanding to

Conceptual

understanding to

Good conceptual

understanding that

Conceptual

understanding that

Some

understanding of


understanding of



methodologies.



approaches.



hypotheses.



develop their own

hypotheses.



identify their




hypotheses.



Qualities and



initiative,









standard English,



Persuasive writing



media.



skills. Capable,







of appropriate



initiative in




Communicate ideas



protocols. Exercise



independently.



Some ineffective



academic protocols.



independently.




Poor writing and






expression of ideas


APPENDIX 3:

STAFF CVS


CURRICULUM VITAE (CV) TEMPLATE FOR APPLICATION FOR TUTORS

Please complete this form electronically and follow the instructions at the end of the form once completed.

Full name (including title): Mrs Joy Susan Mounter

Email Address:

[email protected] [email protected]

Telephone Number: 01726 891807

Profile

Tutor with The Learning Institute (TLI) for the University of Worcester, FDTL, BAPP Level 4,5

and 6, ITT level 7.

MA Course Leader, Leadership and Research Lead for The Learning Institute, Cornwall

Member of MA/PhD validation group, supporting students to ensure breadth, depth and rigour in

discussions, research and assignments

School leadership mentor

ITT school-based tutor/ interviewer

Published author, a book and many articles in international academic journals reflecting Joy’s

research

Reviewer for Educational Journal of Living Theories (EJOLTs)

Creative and Proactive Researcher, studying for a PHD

Experienced teacher/ Headteacher, community, VC and VA schools

Strong school leader working in challenging schools, raising standards, community aspiration and

developing outstanding practice

Outstanding church school leader

Employed and led Mendip-area Parent and Family Support Advisors team

School Governor of a village primary school, data governor , staff and student health and well-

being

Joy Mounter is the MA Course Leader, Leadership Course Leader and PGCE Lead for The Learning Institute, specialising in creating and developing research, leadership and Master’s programmes, as well

as lecturing at L4, L5, L6 and L7. Joy has developed and led successful leadership and management

programmes (ie. Running a School: Managing Purpose, Managing People and Managing place, Professional Mastery and Cultural Leadership) for school leaders in Cornwall.

Joy has extensive senior leadership experience as SENCO, IT Lead, Assessment and Data Lead, Deputy

head and Head teacher in a number of challenged schools. Joy’s strong, evaluative and reflective

leadership in challenged communities focused on raising standards and expectations, outstanding practice and community aspiration. Joy also employed, led and managed the Mendip-area team of Parent

and Family School Advisers (PFSAs), working with the most challenging community needs alongside her Headship role.

As a Deputy Head and Head teacher of community, VC/ VA primary schools, Joy mentored local schools before SIAMS/ OFSTED inspections, to evaluate and ensure accurate reporting and action planning. Joy

also worked closely with the Diocese of Bath and Wells as a Headteacher representative, planning and leading professional development for schools. As Headteacher Joy’s rigorous and strategic leadership

enabled a struggling church school to be graded outstanding in the SIAMS inspection and good with many outstanding features by OFSTED.




Joy has led training and workshops locally, county wide and in London, also welcoming senior leadership

teams to observe outstanding and creative practice by visiting her school. This focused on leadership and management, Curriculum and research-based practice.

Joy obtained an MA Education from Bath University in December 2012, demonstrating her on-going commitment and passion for Continual Professional Development through research-based practice.

Joy’s research has been presented at conferences worldwide. From this Joy has been invited to write academic articles drawing on her research.

As a published author Joy was recently invited to join the EJOLTs (Educational Journal of Living Theories)

reviewing team. Joy has co-authored a book on philosophical and creative thinking in schools as well as

numerous articles that have been published internationally in academic journals, focused on research-based practice and creating communities of researchers. Joy’s continuing interest and passion for

educational research now forms the core of her PHD studies.

Joy is currently studying for a PHD with Cumbria University, continuing her focus on developing research-

based communities within education. Since 2008, Joy has been part of a Master’s/ PHD programme validation group, challenging, feeding back and ensuring rigour in academic discussions, research and

assignments at Level 7 and level 8. Joy is part of a proactive international network of academic researchers.

Current appointment/role Tutor for The Learning Institute (TLI)- L4, L5, L6 and L7

MA, Leadership and Research Lead (TLI)

Date of appointment

4.5.15

Brief description of duties

and responsibilities Lecturing at Level 4, Level 5, Level 6 and Level 7

Designing and developing leadership courses and materials

to support research-based practice and CPD

Design and develop an MA Values-led Leadership with

Newman University

Create and develop TLI-Research Hub

Develop and Lead the TLI Staff Research Group

PGCE Lead

Designated Safeguarding Lead for TLI, TLI South-west and

ARENA Schools

Lead developing MA/ L7 Apprenticeship through CMI

Qualifications: Degrees, Diplomas, Certificates, including teaching qualifications

Qualification and Subject Awarding Body/Institution Date of Award

PHD University of Lancaster (Cumbria) On-going

MA Education University of Bath Dec. 2012

NPQH NCSL 2010

BA Joint Hons.QTS 2:1 Bath Spa University 1997

Current Membership of

Professional Bodies (if none, write “None”)

None

Teaching Experience

Primary – age 4 – 11 years and Adults in HE

9.1998 – 9.2001 Class Teacher, IT Lead, Beacon Rise Primary School, South Glouc.


9.2001- 9.2003 SENCO, Assistant Head, St. Stephen’s Infant School, South

Gloucestershire 4.2003-12.2007 Deputy Headteacher Chew Stoke Church School, BANES

1.2008-12. 2014 Headteacher St. Aldhelm’s Church Primary School, Somerset

1.2015 – 5.2015 Family relocation to Cornwall. Registration PHD 5.2015 - MA Course Leader, PGCE Lead, Leadership Course Lead , ITT Tutor

and Academic Tutor for The Learning Institute, Cornwall. L4,5,6,7. 2015- Foundation degree for teaching and learning – Worcester University

2105 - Taught all 3 years of the BA Hons undergraduate Professional Practice degree Worcester University

L7 ITT tutor, The Learning Institute South-west

Leadership CPD for senior leaders and Head teachers The Learning Institute PHD Validation group University of Cumbria

Professional Experience

Avon County Library Service – Library Assistant in Newspaper and Research Library/ Children’s Library/ lending library. 1981-1985

Staff Development and Training (most recent first; maximum last 2 years)

Course/Conference/Activity Provider Main Content Year

Tutor Training

Newman University Writing at M Level Design and Delivery at M Level

2017

Research Excellence

Framework London Forum

Westminster Forum,

London x2

Research Excellence

Framework Guidance

2017

Tutor Training TLI Moving from Naive to

Sophisticated Perspectives of

Knowledge and Knowing

2017

Tutor Training TLI An exploration of how

personal epistemological

beliefs impact on learning and learning opportunities

2016

Tutor Training TLI Exploration of tutors’ perceptions of student

behaviours (social , emotional

and learning) How can we effectively support students

and what are the barriers?

2016

Research and related Scholarly Activity, including Publications, Exhibitions, Events (most

recent first)

Please limit to the most recent and/or most relevant to the programme(s)/modules you are seeking approval to deliver

Research/Publications/Exhibitions/Events (Brief description and publication if

any)

Year

Teacher Librarian (American Journal)

Information Literate? Just turn the children

loose. Vol.36 (1).

The Time is Now! Vol24 (2). No 2-3. Pg

2008


Gifted Education International (journal)

Optimus Education (book) Huxtable, Hurford

and Mounter.

Educational Journal of Living Theories EJOLTS

Sage Publications online

Gifted Education International

EJOLTS

Sage Publications Online

Gifted Education International

S-STEP International Self-study Handbook

Gifted Education International Special Edition

2014-212

Creative and Philosophical Thinking in the Primary School.

Improving Practice as a Headteacher through living theory research and

communicating meaning of embodied values. Vol.7 (1), pp. 14-38.

How can I work within the government’s

perspective of gifted and talented, but still

remain true to my own living values?

How can I work within the government’s perspective of gifted and talented, but still

remain true to my own living values? Vol.29

(3): pp. 227-239.

Improving Practice as a Headteacher through living theory research and

communicating meaning of embodied values. Vol.7 (1)

From the Language of Learning to the Language of Educational Responsibility.

Online.

From the Language of Learning to the

Language of Educational

Responsibility.Vol.32 (1)

Chapter 4 Self-Study in Elementary and

Secondary Teaching: A Living Theory

Approach

Using TASC and Spirals in Living Theory

research in explanations of educational

influences in a global social movement.

2008

2009

2009

2012

2013

2014

2015

2016

2018

2018


Current Research (if none, write

‘None’)

PhD- University of Cumbria Creating and supporting communities

of researchers.

_

External Examinerships or External Verification Roles (if none, write “None”)

Institution/Awarding Body Course/Subject Years

None

Additional Information

School Governor of a community primary school with responsibility for data tracking, 2016 –

Applicant Declaration

I confirm that the Learning institute may hold this information and share any relevant information as

necessary to the fulfilment and implementation of the future agreement between Newman University and

The Learning Institute

Signed: J.S.Mounter

Date: 03.11.2018




Full name (including title):

Mr John James Butcher

Email Address:

[email protected]

Telephone Number: 07847304755

Profile

Profile John Butcher is an independent education consultant specialising in facilitation, training, leadership

support, community engagement and governance systems and structures. Throughout his career John has held a number of senior leadership positions including: Director of Plymouth’s flagship inclusive

Wood View Learning Community Campus (0 - 19 years); two large primary school headships; Chair of

the Plymouth Association of Primary Head Teachers; Vice Chair of the Plymouth School's Forum; and accredited Facilitator for the National College of Teaching and Learning leadership programmes. John

was the CPD Strand Lead for the Plymouth Teaching School Alliance and is currently a Professional and Academic Tutor for the University of Worcester and a Director of the “Learning Academies Trust”.

In addition to this, John has successfully delivered key note speeches at National Conferences to both

peers and government advisory committees on subjects including Building Schools for the Future and Leadership and Performance Management. In such a role, John has presented at Westminster on two

occasions. John obtained an M.Ed from Exeter University in 2009, demonstrating not only his commitment to CPD,

but also his passion for understanding both the theory and practice of educational and community change.

John’s comprehensive understanding of change management, education and community issues allow him

to deliver valuable and insightful opinions at both an operational and strategic level , where he has particular expertise of the formal and informal integration of service delivery across a range of statutory,

voluntary and faith sectors. Furthermore, John has been at the forefront of staff development and consequently has a rounded perspective on safeguarding, supervision, appraisal, CPD and leadership

across numerous organisations responsible for delivering inclusive care and educational services to

children from 0 - 19 years and beyond to Post Graduate level.

Current appointment/role Professional and Academic Tutor TLI/ Worcester University

Date of appointment January 2014.


and responsibilities

Support and delivery of academic and professional support to

trainee teachers and FDTL and BAPP students. Freelance

educational consultant specializing in leadership development.



B Ed Hons Teaching Exeter University 1981

M Ed Education leadership and

management.

Exeter University 2009




NUT

Teaching Experience

Specialist teacher of secondary physical education: Judd Grammar School, Tonbridge , Kent 1981-1984.

Primary teacher and then deputy head teacher across 3 Plymouth primary schools 1984- 1995.

CPD Strand lead for the Plymouth Teaching School Alliance part time, 2014- 2016.

Professional and Academic Tutor with The Learning Institute / Worcester University, 2014- current,

working on level 4-7 qualifications across ITT and degree routes.


Senior Leadership Experience:

Director, Wood View Learning Community, Plymouth 2007-2013. John is passionate about linking school and family services into the community. He was the senior

executive leader of a £37 million new PFI build, all age learning campus in the North West of Plymouth and led the project from its inception, through design, construction and for five years into its delivery

phase. In this role, John managed the successful integration of an almost unique range of leaders and

governance arrangements into a single learning community under a federated structure and at the time of leaving, all six partners had an Ofsted rating of “Good”.

Head Teacher, Whitleigh Community Primary School, 2002-2007. John successfully led this struggling school into a secure position in a very short time and this

achievement was recognised by Ofsted for, “Very good, clear and decisive leadership from the Head

Teacher has been critical in creating what is now a very strong team, committed to improving the quality of education the school provides and the achievements of its pupils.”

Head Teacher, Austin Farm Primary School, 1995-2002

Austin Farm Primary School was John’s first headship and provided him with many opportunities to lead

rapid school improvement as acknowledged by Ofsted and the community. In addition, during this period John served as Chair of the Plymouth Association of Primary Head Teachers and was Vice Chair of the

Plymouth School’s Forum.

Contract Lead, Whitleigh and Southernway Children’s Centre, 2003-13

John was instrumental in integrating the early Children’s Centres onto school sites. As a contract lead he has overseen numerous innovative developments in services to families with children under 5, across

two distinct neighbourhoods and has supported the delivery of service level agreements and contracts,

including the early introduction of “payment by results”.

Responsible person, Wise Owls Nursery, 2003-2013

John’s involvement with extended nursery provision began with the Neighbourhood Nursery Initiative in 2002/3 and has overseen the development of extended nursery provision within a deprived suburban

environment. He supported the expansion for ME2 places in the North of Plymouth and worked in

partnership with local authority partners to draft an early year’s leadership programme.

Registered Person, Wood View Short Break Service, 2009-2013

As Registered Person John led the delivery for the transformation of a school residential care setting into a Children’s Home. This included the design and change of service delivery for staff and stakeholders

under new contract arrangements. The service is graded as at least “Good” under Ofsted inspection arrangements.

National College for Teaching and Learning Models and Leadership Team 2010-11

John served as part the National College’s Models and Leadership Team, supporting schools and


academies as they explored new collaborative and partnership arrangements His experience of the

innovative and exciting governance arrangements at Wood View served as a good grounding. He was previously a governor at Woodfield Primary School, Plymouth and is now a Director of the “Learning

Academy Multi Academy Trust”.

National College for Teaching and Learning, accredited facilitator for National College NPQML and OFAT trained. 2010-current.

John has delivered level 7 equivalent leadership training to numerous cohorts of middle leaders for MATS and the Plymouth Teaching School Alliance.



Assessment. PTSA New assessment

arrangements for schools

2015

Internal staff development programme for FDTL and BAPP

degrees.

The Learning Institute Supporting the delivery of FDTL and BAPP programmes.

Levels 4-6

2014-current

School Direct The Learning Institute Training and support for ITT School Direct Programme.

Level 7.

2014- current.


recent first)


Research/Publications/Exhibitions/Events (Brief description and publication if any)

Year

Leading at the heart, middle leadership

development programme. NPQML

Co author in partnership with the “Connect

Multi Academy Trust, Plymouth”. Level 7 Masters qualification through NPQML.

2015-

2019.

Current Research (if none, write ‘None’)

None



NCSL Leadership development. 2010



I confirm that the Learning institute may hold this information and share any relevant

information as necessary to the fulfilment and implementation of the future agreement between Newman University and The Learning Institute

Signed: John Butcher

Date: 15th December 2018



Please complete this form electronically and follow the instructions at the end of the form

once completed.

Full name (including

title):

Keith Jones

Email Address:

[email protected]


Profile

I have been working in Higher Education since January 1990. I taught at Level 7 for 9 years in my

previous post. I have been working on the Worcester Foundation Degree and the BA in Professional Practice (Teaching and Learning) since 2012. I have held a number of roles during my time in the

University Sector. These include:

2012 – Current Associate Lecturer Worcester University

University Of St. Mark and St. John (Plymouth) 2007-2012 Chair of Internationalisation of Curriculum and Student Experience.

2005 - 2012 Principal Lecturer, School of Sport, Physical Education & Leisure 2004 - Oct 05 Head of Partnerships

2001 - 02 Head of Secondary Undergraduate Studies

1994 - 03 M.Ed Tutor 1994 - 97 Head of Professional Studies

1990 - 94 Short Course Co-ordinator 1993 - 95 School Experience Co-ordinator

1991 - 93 Subject Group Leader (Prof. Studies) 1990 - 93 Senior Lecturer, Secondary Professional Studies,

Prior to my employment in Higher Education I was a school teacher. I held the following posts:

1987-89: West Devon (Tamar Valley Consortium) Co-ordinator. 1984-87: Responsible for Pre-Vocational Education, Ivybridge College.

1981-84: Tutor in Community Education, Ivybridge College, Devon. 1974-81: Department Head, PE Department, Crown Woods School, Eltham, London.

1972-74: Assistant Teacher of Physical Education, Crown Woods School, Eltham.

Current appointment/role Associate Lecturer: Worcester University (TLI)

Date of appointment September 2012



I teach on a range of modules on the Foundation Degree and

the BA in Professional Practice. These include the Research modules, the Reflective Practice Modules, the Change

Modules and the Independent Study Modules.




Certificate of Education,

(Physical Education and English

Avery Hill College, London

1972

B.Ed. (Education)

Avery Hill College, London University (PT)

1979

M.Ed. (Exon), (Professional Development

Exeter University 1993



British Association of Advisors and Lecturers in Physical Education.

Fellow of the Higher Education Academy

Teaching Experience

28 Year experience teaching at Honours Level 7 Years’ Experience teaching at FD level.

9 Years’ Experience Teaching at M.Ed. Level 7.


18 years teaching in Mainstream Education at Secondary Level.



Various short course training

programs (In House)

TLI Mentoring, Assessment 2016-2018


recent first) Please limit to the most recent and/or most relevant to the programme(s)/modules you are seeking

approval to deliver


any)

Year

None in the last five Years


None.



External Validating (Amsterdam University of Applied

Sciences) 2018 – current;

International Sport Management

Current



Member of the Q.A. Advisory Panel for Camp America (2004- to date) Member of the Q.A. Advisory Panel for UK Soccer International (2004- to date)

Current External Consultancy: University of North Florida;

University of Central Florida.

Kutztown University (Pen. State)

Camp America

Amsterdam University of Applied Sciences

School of Sport. ROC Midden. Utrecht.

Port Lecturer and Specialist Lecturer for ‘Celebrity’ and ‘Voyages of Discovery’ Cruise lines


I confirm that the Learning institute may hold this information and share any relevant

information as necessary to the fulfilment and implementation of the future agreement between Newman University and The Learning Institute

Signed: Keith Jones

Date: January 2019

On completion of the application form, please forward electronically to Joy Mounter [email protected]




once completed.


title):

Dr Laura Osborne

Email Address:

[email protected]


Profile

As Deputy Programme Manager I support in the management of a team of over 60 tutors across a range

of higher education programmes, with a focus on our degrees in teaching and learning. My role as line manager for the education team enables the support and development of a shared ethos and values of

the Institute. Throughout this role I work closely with the HE Manager.

In my role of Foundation Degree in Teaching and Learning Course Leader, I have a responsibility for the

quality of the degree in all aspects. This includes: the continued update and revalidation of modules; developing the tutor training strategy and scholarly activities; monitoring the academic progress of all

students.

My role also includes module tutor and leader. This enables me to continue with my teaching and

developing planning and teaching of a range of modules across levels 4, 5, 6 and 7. This has included including research modules at all levels and initial teacher training for trainees across age ranges and

subjects. Other responsibilities have included Personal Tutoring of undergraduate students on all aspects of academic student life.

Current appointment/role Deputy HE Programme Manager

Date of appointment Sept 2015



Support with the HE programmes run by The Learning Institute validated by partner Universities.

Support and lead the monitoring and development of the programmes, the tutor teams, teaching and learning methods and student outcomes.

Coordinate and manage assessment including preparation for exam boards for FDTL.

Lead evaluations of provision including the production of Annual Evaluation Reports for FDTL


Qualification and Subject Awarding Body/Institution Date of Award Ed.D in Education 2013 Postgraduate Certificate in Education (Primary),

The College of St Mark and St John 1994

M.Sc Remote Sensing, Image Processing and Applications,

University of Dundee 1986


B.Sc (Hons) Combined Studies in Geology and Geography,

Plymouth Polytechnic 1985



Fellow of the Higher Education Academy

Teaching Experience Postgraduate teaching Currently lead tutor for academic awards of PGCE and PGCert. Planning and teaching content to support assessment at of these awards (2004-current) with University of Exeter and University College of St Mark and St John. Tutor on the National SENCo Award for University of Plymouth (2011-2013). Tutor on the Integrated Master’s Programme with the University of Plymouth. Programme leader for PGCE (Primary ITT) for the College and St Mark and St John (2004-2007) and taught on PGCE professional studies. Lead and taught the primary science programme for PGCE ITT (2002-2007). Undergraduate teaching. Module leader and tutor for a range of modules including those concerning research skills, cognitive and motivational theory across levels 4-6 on University of Worcester courses (2007-current). Led and taught the primary science programme for B.Ed. for the College and St Mark and St John (2002-2007). Tutor on the Foundation Degree in Children’s Workforce with the University of Plymouth (2012-13) Primary Teaching

Primary teacher from 1994-2002 in schools in Plymouth. Science coordinator in two schools. Coordinator for Able and Talented Project through the Education Action Zone in Plymouth.


Lead Tutor for development of practitioner research including academic awards at Masters level for The Learning Institute (2004-current)

Deliver training to support trainee teachers in practitioner research.

Construct and deliver academic elements of Level 6 and7 PGCE academic programmes. Mark and moderate level 6 and 7 assignments. Review level 6 and 7 academic programme.

Support qualified teachers in conducing practitioner research for the purposes of personal and institutional evaluation.

Construct and deliver PGCert programmes for qualified teachers conducting practitioner research. Deputy HE Programme manager.

Support HE manager in the role of maintain ethos and quality of a variety of degree programmes.

Support in the recruitment and training of tutors across 11 centres in Devon, Cornwall and London.

Foundation Degree Course leader: role as specified in profile.



Research Seminar UW/TLI The impact of worked-based

learning through higher education.

2017

TLI tutor training TLI Moving from naive to

sophisticated perspectives of

2017


knowledge and knowing

TLI tutor training TLI An exploration of how

personal epistemological


2016

TLI tutor training TLI Exploration of tutors’

perceptions of student behaviours (social, emotional

and learning) How can we effectively

support students and what are the barriers

2016



approval to deliver


any)

Year

EdD Thesis title: “its my time now”. An exploration of the

relationship between Foundation degree

students’ epistemological beliefs and their emerging identity as learners

2012


The impact of worked-based learning through

higher education.

An exploration of students’ perceptions of

the impact of attending higher education at Foundation Degree via off-campus

mode of delivery.

Ongoing



None



I confirm that the Learning institute may hold this information and share any relevant information as necessary to the fulfilment and implementation of the future agreement

between Newman University and The Learning Institute

Signed: Laura Osborne

Date: April 2017

On completion of the application form, please forward electronically to Zoe Nixon [email protected]




once completed.


title):

Mrs Anne Petherick-Davies

Email Address:

[email protected]


Profile

I manage a large team of over 60 tutors across a range of higher education programmes, it is my

responsibility to hold and promote the values that underpin our organization and ensure that these are embodied by tutors as they support learners in the development.

In my role as HE Manager I have the responsibility for evidencing and coordinating partnership and periodic review events, my wider responsibilities are set out below. As BA Professional Practice Course

Leader my role has included planning at a programme level, including validation requirements.

As a module tutor and leader I have been responsible for the coordinating, planning and teaching of a

range of modules across levels 4, 5, 6 and 7, including independent study tutoring and initial teacher training for trainees across age ranges and subjects. Other responsibilities have included Personal

Tutoring of undergraduate students on all aspects of academic student life.

Current appointment/role HE Programme Manager

Date of appointment Sept 2013



Manage HE programmes run by The Learning Institute validated by partner Universities.

Lead the monitoring and development of the programmes, the tutor teams, teaching and learning methods and student outcomes.

Manage student support teams and administration.

Coordinate and manage assessment including preparation for exam boards.

Lead evaluations of provision including the production of Annual Evaluation Reports.

Develop new degree programmes in conjunction with specialist teams.



PGCE Secondary Mathematics College of St Mark and St John 1991

MSc Statistics Sheffield University 1990

BSc First class Hons Statistics, Operational Research and

Psychology

The University of Plymouth

1989




None

Teaching Experience Postgraduate teaching Lead tutor for academic awards of PGCE with University of Exeter and PGCert with the University College of St Mark and St John. Planning and teaching content to support assessment at of these awards (2004- ). Lead Practitioner Mathematics for The Learning Institute Scitt (2004-2015) coordinating, planning and teaching the Continued Subject Studies Programme for mathematics. Undergraduate teaching. Module leader and tutor for a range of modules including those concerning research skills and planning and assessing learning, motivational theory across levels 4-6 on University of Worcester courses (2007- ). Assistant lecturer on the Foundation Degree in Children’s Workforce part time (2012-13). Assistant lecturer for mathematics team at the University College of St Mark and St John part time (2005-2006) delivering on the mathematics enhancement course and undergraduate mathematics modules. Secondary Teaching Mathematics Teacher for GCSE and A’level (1991-2009) for learners aged 11-18 in a range of schools (Callington Community College [Second in Department], Fowey Community College [Second in Department], Sir John Kitto Community College, Plymouth, Hele’s School, Plymouth).

Professional Experience Lead Practitioner Mathematics for The Learning Institute (2004-2015)

Construct and monitor Subject Knowledge Audit for Mathematics

Coordinate, plan and deliver Continued Subject Studies Programme for mathematics

Scrutinise and interview trainees for maths and other subjects

Assessment of Trainees including assignment marking Lead Tutor for development of practitioner research including academic awards at Masters level for The Learning Institute (2004- )

Deliver training to support trainee teachers in practitioner research.

Construct and deliver academic elements of Level 6 and7 PGCE academic programmes. Mark and moderate level 6 and 7 assignments. Review level 6 and 7 academic programme.

Support qualified teachers in conducing practitioner research for the purposes of personal and institutional evaluation.

Construct and deliver PGCert programmes for qualified teachers conducting practitioner research. Foundation Degree Manager (2007- 2013)

QA Foundation Degrees in Integrated Children’s Services and Teaching and Learning with the University of Worcester within Devon and Cornwall.

Recruit, train and manage tutors across 11 centres in Devon and Cornwall.

Manage students and resources for Foundation Degrees in Integrated Children’s Services and Teaching and Learning with the University of Worcester.

Module leader for a range of modules including those concerning research skills and planning and assessing learning, motivational theory.

Course Leader roles

BA Professional Practice - University of Worcester (2014- )

Foundation Degree in Teaching and Learning- University of Worcester (2012-2015)




Research Seminar UW/TLI The impact of worked-based learning through higher

education.

2017

TLI tutor training TLI Moving from naive to sophisticated perspectives of

knowledge and knowing

2017

TLI tutor training TLI An exploration of how personal epistemological


2016

HE Managers Forum sessions University of Worcester Student retention and

transition, arrangements for work based learning

2016

TLI tutor training TLI Exploration of tutors’

perceptions of student behaviours (social, emotional

and learning) How can we effectively

support students and what are

the barriers

2016



approval to deliver


Year

None


The impact of worked-based learning through higher education.

An exploration of students’ perceptions of the impact of attending higher education

at Foundation Degree via off-campus

mode of delivery.

ongoing



None






Signed:

Date:




Full name (including title):

Mr Nicholas Wilkins

Email Address:

[email protected]

Telephone Number: 07595 022 965

Profile

I am a trained teacher with a Certificate in Education [with Merit] and Bachelor’s degree in Education

[with Honours] from Maria Grey College, Twickenham, and a Master’s degree in Education from the University of London Institute of Education – now part of University College London. I have thirty-six

years’ experience in schools including sixteen years in primary-phase deputy and headteacher posts. After thirteen years I left headship to become a consultant, working as an interim headteacher/deputy

headteacher while designing, developing and implementing a range of training and presentation

materials focusing on leadership, school culture, metacognition, coaching and psychologically-based staff development.

In September 2000 I accepted a one-year contract to work as deputy headteacher in the London Borough of Southwark’s largest primary school [over 800 on roll] during the headteacher’s secondment

to the local authority. At the end of the year I was offered, and accepted, a post as deputy headteacher

at another primary school in Southwark which was in Special Measures. After five terms the school was out of measures and I accepted the post of Senior Leadership Consultant at Excellence in Southwark,

part of the London Borough of Southwark’s Leadership and Workforce Development Team, deploying a wide range of projects in the Authority’s 102 schools [and also, under partnership arrangements, with

schools in Barnet, Hounslow, Lambeth, Reading, Southend and Tower Hamlets] with the objective of raising attainment and developing leadership abilities and staff skills. I also provided resources and

training for a number of Local Authority Virtual School and Looked-After Children teams.

I worked in Southwark for a total of thirteen years. During that period I developed a wide range of training packages for schools; for ten years I worked in close co-operation with the borough’s principal

educational psychologist to produce targeted resources and training for staff at all levels within schools. In September 2013 I joined The Learning Institute, as below.

Current appointment/role FDTL and BAPP Tutor and Module Leader at The Learning Institute, University of Worcester

ITT/PGCE Tutor at University of St Mark and St John

Date of appointment September 2013 [ITT September 2016]



Delivery of modules throughout the FDTL and BAPP.

Module Leader for FDTL1005 [Development of Children and Young People 0-19 Years], FDTL1006 [Behaviour and Motivation in Children

and Young People], FDTL2007 [Behaviour For Learning], and from September 2017 BAPP 3015 [Applied Psychological Perspectives].

Module Leader role includes providing materials for all students and

delivery tutors; running standardisation and moderation meetings;

assuring QA of delivery.

Academic tutor to students at levels 4, 5 and 6.




Certificate in Education [Merit] Maria Grey College, Twickenham 1975

Bachelor of Education [Honours] Maria Grey College, Twickenham 1976

Master of Arts in Education University of London Institute of Education 1979



Associate of The British Psychological Society

Teaching Experience

As above, I have thirty-six years’ experience in schools including sixteen years in primary-phase deputy

and head teacher posts.


I was a consultant head teacher in Southwark for 10 years while director of an EAZ, during which time I

designed and delivered a wide range of training materials for heads, SLTs and middle leaders.

I am a qualified practitioner in NLP and a range of ‘closed-access’ psychological tools including: MBTI, MBTI Step II, FIRO-B, 16PF, Transactional Analysis, CPI260, TKI and the Strong series of selection

materials. I am also a trained coach using Psychodynamic, CBT and Gestalt approaches; I have also

trained a large number of people in the use of GROW-model coaching techniques. I have delivered literally hundreds of CPD and INSET workshops and courses to head teachers, SLT

members, teachers and support staff of both primary and secondary schools, and have achieved exceptionally good feedback from those taking part, organisers and others. I have been a regular

presenter at MAT, head teacher and deputy head teacher conferences. In 2017 I have been nominated for a University of Worcester Students’ Choice ‘Outstanding Lecturer’

Award, and I have also been shortlisted for a University of Worcester Students’ Choice ‘Outstanding

Innovation in Teaching’ Award.



Termly training for tutors TLI Various, based on delivery of

University of Worcester

materials for FDTL and BAPP

2015-16

and

2016-17

Building Learning Power TLI / Guy Claxton BLP Theory and Delivery 2016


recent first)



Year


None at present




None at present


Among my particular areas of interest and expertise are: soft systems methodology in relation to development of leadership skills; promotion of meta-cognition; psychology of leadership in schools;

personality in leadership; psychometric testing in school leadership development; school leadership skills

development for heads, SLT and middle leaders; optimistic leadership; development and re-alignment of school culture; gestalt, psychodynamic and CBT coaching for leadership; training of support staff to

enhance personal skills and children’s achievement.




Signed: Nick Wilkins

Date: 23 May 2017


APPENDIX 4:

COMMENTS FROM EXTERNAL SPECIALISTS (IF APPLICABLE)


CONSULTATION AND DISCUSSIONS WITH PROFESSIONAL SUPPORT AREAS

Consultation with Newman University – Dr Lorraine Thomas and Dr Liane Purnell

Consulted Prof. Jack Whitehead and Dr. Marie Huxtable – Living Theory and MA

design

Consulted international PhD Validation Group MA content and delivery design

The Learning Institute South-west (Initial Teacher training) requirements for

students and incorporating PGCE

Training session run by Newman University looked at academic rigour in Master’s

degrees

Tutor consultation, prior experience of teaching at M level on other university

Master’s degrees


APPENDIX 5:

EVIDENCE OF STUDENT INVOLVEMENT/CONSULTATION


Below is a summary of student consultations held across an academic year:

School senior leaders were consulted undertaking CPD courses with TLI on the type of course/

qualification they wanted. The MA has been designed with these factors in mind:

- Time to look at own practice and reflect

- Modules that enable projects to be undertaken that are relevant to students setting - Peer group to develop relationship with as a research group over time

- MA at the end - Not just competency based, but an opportunity to look at values as a strategic leader

- Open to all leaders, whether of teaching, senior leadership or Head teacher - Available to be delivered within a MAT- own values and develop leaders of the future

- Payable through the Apprenticeship Levy if possible

- PGCE Values-led Leadership? - Health (students) leaders being able to undertake MA alongside Education leaders

- Online open to international students

Consultations were help over an academic year on three day courses

Meeting held with a MAT in Plymouth talking about the MA and feedback collected as to design,

delivery and content.

Informal discussion with TLI current ITT and Level 6 students as continuing students and requirements

of an MA


APPENDIX 6:

SITE VISIT REPORT AND MINUTES OF COLLABORATIVE STRATEGY

COMMITTEE (FOR ANY PROPOSALS IN

COLLABORATION WITH EXTERNAL PARTNER)


Notes of site visit to The Learning Institute, Cornwall, 26th January 2017

The Learning Institute Victoria Beacon Place Station Approach Victoria, Roche Cornwall PL26 8LG Tel: 01726891807 Attendees from Newman University: Dr Matthew Day, Associate Dean, School of Human Sciences Dr Lorraine Thomas, Associate Dean, School of Education Lysandre de-la-Haye, Deputy Registrar Ralph Prescott, Quality Officer (Collaborative Provision Unit) The following documents were presented to Newman University upon arrival:

Agenda for today’s visit

Collated Enhancement Plans for FDTL, FDCM, FDHS, BAPP

Ivybridge Academy Trust Whole School Model Safeguarding and Child Protection Policy and Procedures

Financial spreadsheet

Equality in Employment Policy 2015/2016

Preventing Radicalisation Policy 2015/16

Tutor Handbook 2016/17 – FD Teaching and Learning, Child and Adolescent Mental Health, Health and Social Care

Course Handbook 2016/17 – FD Teaching and Learning

Course Annual Evaluation Report and Enhancement Plan 2015/16 – FD Health and Social Care

Course Annual Evaluation Report and Enhancement Plan 2015/16 – Child and Adolescent Mental Health

Course Annual Evaluation Report and Enhancement Plan 2014/15 – BA Professional Practice

Course Annual Evaluation Report and Enhancement Plan 2015/16 – FD Teaching and Learning

Outcomes of Partnership Review of The Learning Institute, 23rd February 2015 (University of Worcester document)

Report of the Periodic Review of FD Teaching and Learning, FD Integrated Children’s Services, and BA Professional Practice, 6th November 2014 – University of Worcester document)

A document containing details about the Institute, strategic plan, staffing details,

staff development and HR, quality assurance, academic regulations, equality and

student support, library/IT facilities, mission statement, financial accounts,

external reports, student records, and marketing and recruitment.

Facilities: New-looking, comfortable, clean and spacious venue


Large classrooms and smaller meeting rooms

Toilets on each floor, shower on at least one floor

Lift and stairs

Coffee/snack shop

Hot drinks, water and biscuits provided free to students at each session.

Learning Resources:

Library stocked with multiple copies of course-specific material. Copies of papers not available via the e-library are also stocked

Programme coordinators dedicated to specific programmes and act as a central contact to students, including those at other sites.

General Background: The Learning Institute, part of the Ivybridge Academy Trust, has been operating for approximately 14 years. The Trust has 20 centres throughout the south-west, as well as 2 centres in London. Main partner is University of Worcester (and will remain so) and has worked with Exeter University in the past. Aim is to provide a service to “challenged communities”, and to build cohesion. The Institute is seeking to increase its research activity, using research to increase awareness of such communities as well as a greater understanding of the Institute does, what it offers, how it delivers and how to attract people to study at HE level. It was felt that Newman University had a similar outlook in this respect. The Institute wants to offer access to HE to those who would not have access otherwise. The south-west is not “HE heavy” so it is important for the Institute to operate in the region, offering access and locality to those not able or interested in the traditional campus scenario. It was noted with pride that many of the Institute’s tutors studied there, and thus the Institute was contributing to community cohesion. Learning, evaluation and support process: In order to ensure quality across the centres, standardisation events are organised. A standard package is developed in order to meet with local needs. There is a system of pro-active student feedback, student liaison meetings and evaluation feedback. Planning meetings are held each year. Module Leaders introduce modules and oversee their delivery. There is cross-moderation, and assignment guidance – assignment information is immediately available to students. Learning takes place in various venues and there is a QA process to ensure that all venues meet the same high standards and facilities. Each site has a library. Book availability is linked to student numbers at each site, and each site is visited by a librarian, with support via email available throughout. Tutors introduce students to VLE. Training is given to students on how to ‘read’ journals, and how to be selective. Whilst students are encourages to work in peer groups and explore each other’s work, tutors are trained to identify academic misconduct. New students are offered IT support. It is important that students are not put off or intimidated and that old insecurities are thwarted – insecurities which may have sprung from their previous experiences with education.


The Institute aimed to enable students to activate change in their lives and in the community, and, by example, enable those around them. Progression rates are at 75-80%. Students are not pushed into top-up courses as they may not be able to afford it, and in some circumstances, likely grades may not justify it. Progression is discussed after half-term though there is an emphasis on not giving too much information too soon. Progression from level 4 to 5 is about 95%. There is a good return rate for students who interrupt study. It is usually life and not study that gets in the way. The Learning Institute deals with DSA issues itself, with comprehensive assessments commissioned by it. The same level of support exists at all of its sites and students are notified of the support available. Ethnic and gender mix: The intake of students and staff is typical and representative of the south-west region. It was acknowledged that ethnic minority intake of students and staff is low in London and that this needed to be addressed. The Institute envisaged receiving advice and the benefit of experience from Newman University with regards to this. The vast majority of students were female, despite there being a male presence in the Institute’s advertising. The numbers of male students are so small that no meaningful analysis of the difference in performance between the sexes is possible. Staff Development: Staff Research Team meets 5 times per year, when academics from other institutions are invited via Skype etc. Some staff are studying towards a PhD or a Master’s and so are supporting each other. The Institute is seeking to develop its staff knowledge base and draw on expertise available nationally. It is a requirement for staff to engage with the Institute. An interest in Newman University courses for staff and the pooling of knowledge was expressed. Comments made by 3 students spoken to on the level 5 FD Teaching and Learning course: Modules outlined well. Learning outcomes are very clear. Specific module leaders are especially good as they know the subject really well. Having numerous tutors makes it more engaging. Good for working parents. The OU gave little support while the Institute is ‘on it’. Library is amazing. Set texts are all available, no purchases required. Library staff are helpful and well trained. However, the e-library ‘goes down’ a lot at weekends (run by University of Worcester?). Dyslexia support is through the Institute and not its partner - University of Worcester. Pastoral team assist with financial, learning and non-learning issues. Students permitted to submit work up to 5 days late but it will be capped unless a mitigating circumstances application is lodged and approved. The Institute refers such applications to the University of Worcester. Students can resubmit once, otherwise they have to pay again to take the module. Students get written feedback and the offer of a meeting with the tutor. Blackboard has all the information a student needs. Institute is talking about offering level 6 and Master’s courses, it is encouraged and details are provided. One day per week sessions are very convenient. For level 5, students attend for one day per week for 6 hours. Personal learning time takes up to 4-6 hours per week. You have to put the hours in. Flexible as long as you keep the Institute informed.


The Institute is advertised on local radio and online. The website is really good. Word-of-mouth is good, as is its Facebook page. Coffee shop is great. The free drinks and biscuits during sessions are appreciated – students treated as adults. It is difficult to think what improvements could be made. The Learning Institute is part of West Country Schools Multi Academy Trust. ---------------------------------------------------------------------------------------------

CSC/21/3

NEWMAN UNIVERSITY

Date: 17th November 2016

Prepared By: Dr Lorraine Thomas

Report Title

Proposed UK Partner Proforma – The Learning Institute, Cornwall

Purpose and Background of Report

To assist the Collaborative Strategy Committee in determining whether to commence a partnership with The Learning Institute, in terms of undertaking the role of PGCE provider for their cross-phase SCITT; dual delivery PG Certs and MA Values-led Leadership; and becoming a Teaching and Learning Academy for the South West. Recommendations (for approval, to consider, to note) To consider approval

Cost Implications

None highlighted at this stage Business Risk Implications (e.g. reputation, quality, PR) Reputation of the University Equality and Diversity Implications (including race, gender, age, disability) None explicit Mission and Ethos Implications (does this support the University’s Mission?)


Nothing apparent undermining the University’s Mission For Further Information About This Report Contact Dr Lorraine Thomas

PROPOSED UK PARTNER PROFORMA

SECTION A: INITIAL INFORMATION (TO BE COMPLETED BY THE PROPOSER)

Initiator from Newman University:

Dr Lorraine Thomas

Proposed Collaborating Body:

The Learning Institute

Address: The Learning Institute

Victoria Beacon Place

Station Approach Victoria, Roche

Cornwall PL26 8LG

Main Contact: (Name and position)

Nick Appleby Director, The Learning Institute

Already an Established Partner of this University?

No

Other Newman staff involved including

Dean consulted:

Professor Steve Rayner

Suzanne Strawford

Kate Mara Dr Dave Trotman

Professor Frank Leishman Professor Sue Docherty

Dr Matthew Day

Lysandre de-la-Haye

Signature of Head of Subject:

Date:


17/11/16

Signature of Dean:

Date:

17/11/16

Type of Collaborating Organisation: (e.g. University, private college etc.)

The Learning Institute became part of the Ivybridge Academy Trust on 1st October 2016.

Its main work is in higher education offering undergraduate education and health degrees.

It also runs a small cross-phase SCITT – The Learning Institute South West SCITT - and bespoke CPD services for both primary and

secondary schools, including leadership development programmes.

Type of Activity Anticipated: (e.g. validation, APL, research, student exchange) See guidelines (levels 1, 2 and 3)

The Learning Institute would like Newman University to undertake the role of PGCE

provider for their small, but growing cross-

phase SCITT.

With a number of SW MAT partners and a headteacher association, including teachers

who work in several Catholic schools and networked communities, The Learning Institute

is also keen to facilitate and deliver masters

level study in education leadership and Catholic Social Teaching, with a strong and explicit base

of values at its core. As such, they would like to offer masters level CPD via the SoE PGCerts

and MA Education and also the PGCert Catholic

Social Teaching, within a dual delivery model.

Furthermore, they would like to work with Newman as the Teaching and Learning

Academy (TLA) provider for the SW, in order to facilitate widening participation to

undergraduate study.

Proposed Contribution to the University’s

Strategic Plan and the Principles of

Partnership:

- Enhancing our reputation beyond the

region for postgraduate ITE and CPD

courses - Institutional sustainability

- Growth - Income generation via school-led ITT

route

Further Details: (Brief outline of proposal)

The Learning Institute has a growing number

of students in wide-spread areas wishing to progress from undergraduate degrees to PGCE.


They would like to work with a PGCE and CPD

provider outside the SW. The partnership would start from 1st September 2017, if

agreeable with all parties.

Background of Proposed Partner: (e.g. reputation, ethical, previous contacts)

The Learning Institute’s main partner for

degree programmes is the University of Worcester and the contact has arisen from

Lorraine Thomas’s former work with them

whilst Head of Secondary and Post-compulsory ITE at the University of Worcester. The

Learning Institute South West SCITT is a very well-established SCITT and The Learning

Institute is also an experienced CPD provider.

The PGCE for their SCITT trainees was initially validated by Exeter University until the end of

AY 2015-2016 and is temporarily replaced by a PGCert with the University of St Mark and St

John. The SCITT has a ‘Good’ grade from its most recent Ofsted inspection.

The Learning Institute’s ethos regarding social justice and widening participation aligns very

well with our ethos and mission of service. All colleagues who have met with The Learning

Institute’s senior leaders consider there to be a

very strong sense of shared values and a common approach to working practices and

principles.

Link: http://www.learninginstitute.co.uk/

Comment on Relationship of this

Proposal to the University’s Strategic Plan:

This proposal aligns well with our strategic plan

regarding collaborative partnerships, enhancing our reputation beyond the region, income

generation, institutional sustainability and

growth.

Lead School for any Required Validation

(if appropriate):

School of Education

Proposed Commencement Date:

September 2017

Signature (Initiator):

Date:

17/11/16

Please submit the completed form to Jennifer Perkins (Quality Manager/Deputy Head of Quality and Secretariat) for

consideration by the Collaborative Strategy Committee

http://www.learninginstitute.co.uk/


APPENDIX 7:

OPERATIONAL OVERVIEW (FOR ANY PROPOSALS IN

COLLABORATION WITH EXTERNAL PARTNER)


The Learning Institute (TLI) in partnership with Newman University have written this new MA pathway

proposal. TLI will deliver this MA Values-led Leadership across its centres in the south-west of England. Initially this will be at our Headquarters in Roche, Cornwall. The MA will be offered part-time over three

years.

The MA Values-led Leadership is a modular level 7 programme that provides a structured pathway for

professional development and scholarship within the field of educational leadership. The distinctiveness of the programme is its focus on deep theorising and transformation of values-led educational leadership

using methods of practice related inquiry.

The programme is based around its core of practice related inquiry through all of the modules, 30 credit Research Design module, 30 credit Professional Enquiry module, 30 credit Values-led Leadership module,

30 credit Leading Change module and the 60 credit dissertation.

The programme design allows students to bring in a maximum of 30 credits from other level 7 education

provision when it can be shown to meet Newman University’s learning outcomes.

Teaching will be offered both at our centre and through online provision, with centre provision offered on

Saturdays and evenings for maximum flexibility for professional practitioners. The programme offers a structured framework with generic and specialised modules into which students can bring their interests

and will determine their own assignment focus within that. The way we assess work is through carefully constructed assessment modes that prepare students for the different elements of dissertation work. The

Learning Institute will mark and moderate students assignments. TLI requests a Newman University External Examiner. Newman University will be the awarding university.

The MA Values-led Leadership is designed based on the principles of the QAA Quality Code, the 2014 advice UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards (see

http:// http://www.qaa.ac.uk/).

Programme Structure:

Year One – Research design and Professional Enquiry

Year Two – Values-led Leadership and Leading Change

Year Three - Dissertation

Programme Aims: The MA Values-led Leadership aims to provide a structured Masters programme of study in which

education leaders can:

1) extend and deepen understanding of their own and others’ educational practice through practice-

related inquiry, research and scholarship; 2) develop critical understanding of current theoretical and methodological tools and use these

imaginatively in relation to educational leadership; 3) learn to negotiate the limits to and creative possibilities for transforming educational leadership;

4) extend and deepen understanding of their own and others’ ontological values-led leadership through

practice-related inquiry, research and scholarship;

Progression criteria for Final and Intermediate Awards

Award Elements Credits Award Elements Credits Award Elements Credits

PGCert Values-led Leadership 2 pathway modules 60 credits

PGDip Values-led Leadership 4 modules, including 2 pathway

modules

120 credits

MA Values-led Leadership Research Design module


Award Elements Credits Award Elements Credits Award Elements Credits

Professional Enquiry module

Values-led Leadership module 30 credit Leading Change module

60 credit Dissertation module

180 credits


APPENDIX 8:

CRITICAL FRIEND REPORT


Critical Friend Report

Name of the Programme for which this report is to be considered: MA Value-Led Leadership

Following review of the documentation, please comment on the following areas: Rationale and context:

Aims: Aims:

Structure of the Programme:

The rationale is clear and relevant to the present context of enhancing professionalism in education

through masters qualification. Given that education is a values-based practical activity, the rationale of the programme, with its grounding in values-led leadership, is highly appropriate. The Living

Theory research methodology incorporated within each module stresses the importance of enhancing professionalism through both knowledge-creation and knowledge-application. The

knowledge-creation is focused on enabling each practitioner to generate their own, evidence-based

explanation of their educational influences in their own learning, the learning of others and in the contexts and communities within which the leadership is located as they explore the implications of

asking, researching and answering questions of the kind, ‘How do I improve my leadership practice?’

The MA is complementary to the competency based leadership training provided through NPQ

ML/SL/H. It has a strength in combining a level 5 (or level 7, depending on leadership role) Chartered Management Institute (CMI) apprenticeship qualification in Management and Leadership

with the MA. It can be delivered across schools in a MAT, focusing on the core values promoted by the MAT and

ensuring the development of leaders for the future

The Curriculum Map on page 34 shows that the programme is well structured into four modules and a dissertation that are consistent with the rationale and aims: I) Research Design: Methodology and

Methods. 2) Professional Enquiry into improving practice with Living Educational Theory research .

3) Values-led Leadership. 4) Leading Change- social change, social movement, social justice 5) Dissertation. The structure is consistent with fulfilling the programme design “to support students’

capacity to critically consider, develop and enhance their working practices in light of their professional values” (p.10).

Aims of the Programme:

The aims include the exploration of approaches to values-led leadership within (educational) settings

with current research into statutory requirements, legislation, policy and leadership. The students will be encouraged to critically reflect on and evaluate this research in relation to the values

underpinning their leadership and how these are lived, as well as the impact of different approaches to leadership and models of leadership within their setting and the wider community. In addition to

such critical reflections the students will be encouraged to use their values creatively, as explanatory principles in developing explanations of educational influences in their leadership practices.

The eight aims of the programme are clearly listed on pages 5 and 6 of the validation document. The language of the statement of aims can be easily operationalised to form evaluative criteria for

judging the educational influences of the programme in relation to these aims.


Learning Teaching and Assessment Strategy:

Resources including staffing:

Resources including staffing:

Professional Body Requirements:

Partnership Requirements:

How the programme meets the relevant sections of the Validation Framework:

The strategy is focused on enabling the programme to be completed part time in 3 years. The

modules will be delivered using a blended teaching approach which emphasizes online teaching methods and distance learning, alongside subject-specific tutor support (i.e. online and/or face-to-

face). The strategy promotes the ‘Learning Paradigm’. This stresses the need “to generate learning, rather than the traditional ‘Instructional Paradigm’ which emphasises the delivery of content. The

‘Learning Paradigm’ empowers learners, who are recognised as discoverers of knowledge and gives

the construction of discovered knowledge greater prominence than that of content” (p.10).

The assessment component of the strategy supports these generative learning and teaching components, rather than imposing a constraining assessment component on the learning and

teaching. The assessment component is clearly set out in the validation document in a way that communicates what is required for successful completion of each module and the dissertation. It

also describes the criteria that will need to be met by work which does not, as yet, reach an

acceptable level for masters work.

The resources include appropriate online and face to face induction activities. These include a session

on working at M level. The most important resource, apart from the quality of the educational relationship with tutors, is the provision of access to electronic full text journals, e books and other

online resources (p.10).

The details of staff to be involved in the programme are provided in the validation document. The

innovative nature of the MA programme has a focus on clarifying and communicating embodied values and their use as explanatory principles in explanations of educational influences in learning.

Because of this, participatory staff might consider forming an educational research group to enquire into their individual and collective educational influences in supporting each other and their students’

educational learning.

The programme meets all the relevant sections of the Validation Framework by responding with a clear structure and content to each section.

The ethical guidelines from professional associations have been met.

The requirements as set out in the Validation Document have been met.


Concluding Remarks:

Report submitted by: Dr Jack Whitehead

Signature Date 03/12/18

Suggested commendations

The programme offers national leadership in enhancing professionalism in education by combining

the knowledge-creating capacities of educational leaders with a critical engagement with existing knowledge of leadership. It holds the potential of contributing to the professional knowledge-base of

education through generating and making public the evidence-based explanations of the educational influences of leaders in their own learning, the learning of others and in the learning of the social

formations that influence practice and understanding. Suggested recommendations

There should be a consistency in naming the programme – The name should be MA Values-Led Leadership and not MA Value-Led Leadership as in the heading of the critical friend report. There

should also be consistency in naming VLM704 as Leading Change: social change, social movement and social justice.

See suggestion under staffing resources.

Leading Change: social change, social

movement, social justice


APPENDIX 9: FACULTY STAGE SIGN OFF FORM


VALIDATION AND RE-APPROVAL: FACULTY STAGE SIGN OFF FORM

Programme: MA Values-led Leadership Faculty: Faculty of Education Date of Meeting: Monday 10th December 2018

Overview of Process Taken: Please provide details on the format of the meeting, including reference to any external consideration undertaken to support the Faculty Stage Dr Lorraine Thomas (Chair), Professor Sue Docherty (Head of Theology, Faculty of Arts, Society and Professional Studies representative) and Lysandre de-la-Haye (Deputy Registrar) met to discuss the documentation, with notes taken by Dawn

Picken. Dr Liane Purnell, Assistant Dean and Joy Mounter (The Learning Institute) joined the meeting to give an overview of the proposed programme and to answer the panel’s questions. A deadline of the Friday 4th January 2019 was given for documentation to be submitted to Lorraine Thomas.

Considerations: Please provide specific details of any recommendations and/or conditions identified during the meeting (list these in the order of the documentation, with reference made to specific sections/headings to aid consideration of the documentation at latter stages of the validation and re-approval process). Conditions:

Remove Chartered Management Institute (CMI) information throughout the documentation. Separate clearly Newman and The Learning Institute provision. Expand Rationale and Resources Statement. Make reference to Newman University’s Learning and Teaching and Assessment Strategy. To clarify living poster assignment in the module VLM702 and how students will be able to meet master’s level

criteria.

Update individual reading strategies across all modules. Ensure relevant level 7 teaching experience is stated in staff CVs. Amend documentation, according to notes provided by the panel. Identify Independent Panel Member for the Final Stage Panel.

Members of Staff Involved in the Consideration Process: Please record the names and titles of all staff involved in the consideration process, including any external colleagues Dr Lorraine Thomas (Chair and Executive Dean, Faculty of Education), Professor Sue Docherty (Head of Theology, Faculty of Arts, Society and Professional Studies representative) Lysandre de-la-Haye (Deputy Registrar), Dr Liane Purnell (Assistant Dean), Joy Mounter (The Learning Institute) and Dawn Picken (Note taker).

Approval for Proposal to Progress to Programme Approval Panel: As Chair of the Faculty Stage meeting, I support the proposed programme to progress to the University’s Programme Approval Panel Chair: Date: 11/12/18 As Executive Dean, I have considered the financial implications for this programme and that


the faculty budget/finances can support the necessary resources, including staffing. Dean of Faculty: Date: 11/12/18 Please ensure that the signed copy of the form is provided to the Quality Office for inclusion in the documentation considered at the Programme Approval Panel. Please also provide the feedback received from the External Examiner or ‘Critical Friend’, along with any additional notes/minutes are produced for the meeting.