Download - MA Values-led Leadership VALIDATION
MA Values-led Leadership
VALIDATION
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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
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RATIONALE
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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
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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:
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PROGRAMME SPECIFICATION
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PROGRAMME SPECIFICATION
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;
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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.
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Where and when in the
programme are students encouraged to:
Consider what the concept of
environmental stewardship means in the context of the
discipline and in their future professional and personal lives?
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 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.
VLM702 Professional Enquiry: Improving Practice
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
of social formations within which they live and work.
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.
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Where and when in the
programme are students encouraged to:
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.
VLM702 Professional Enquiry: Improving Practice
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 well- being. 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.
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Where and when in the
programme are students encouraged to:
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
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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
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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.
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INTENDED LEARNING
OUTCOMES
TEACHING METHODS HOW DEMONSTRATED
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.
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INTENDED LEARNING
OUTCOMES
TEACHING METHODS HOW DEMONSTRATED
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
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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.
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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/
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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
Validation Documentation 2018/19: MA Values-led Leadership Page 18
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 19
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
awareness of current problems
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
applicable to their own research or
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
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 Harvard referencing.
Validation Documentation 2018/19: MA Values-led Leadership Page 20
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%
scholarship,
commensurate with the expectations of
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
techniques of research and
enquiry are used to create and
interpret knowledge in the
discipline.
Partial application of
knowledge and/or
limited understanding of
techniques 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
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
understanding that enables the
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
Validation Documentation 2018/19: MA Values-led Leadership Page 21
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%
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
advanced scholarship in the
discipline.
scholarship in the
discipline.
Conceptual
understanding and critical
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
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 22
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%
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
Validation Documentation 2018/19: MA Values-led Leadership Page 23
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
Validation Documentation 2018/19: MA Values-led Leadership Page 24
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
Validation Documentation 2018/19: MA Values-led Leadership Page 25
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 26
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
Validation Documentation 2018/19: MA Values-led Leadership Page 27
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
Validation Documentation 2018/19: MA Values-led Leadership Page 28
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 29
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;
Validation Documentation 2018/19: MA Values-led Leadership Page 30
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
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
Validation Documentation 2018/19: MA Values-led Leadership Page 31
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”.
Validation Documentation 2018/19: MA Values-led Leadership Page 32
(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;
Validation Documentation 2018/19: MA Values-led Leadership Page 33
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
Validation Documentation 2018/19: MA Values-led Leadership Page 34
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 35
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
Validation Documentation 2018/19: MA Values-led Leadership Page 36
CURRICULUM MAP(S)
Validation Documentation 2018/19: MA Values-led Leadership Page 37
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
Validation Documentation 2018/19: MA Values-led Leadership Page 38
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
Validation Documentation 2018/19: MA Values-led Leadership Page 39
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
Validation Documentation 2018/19: MA Values-led Leadership Page 40
ASSESSMENT MAP(S)
Validation Documentation 2018/19: MA Values-led Leadership Page 41
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
VLM703 Values-led Leadership 30
VLM704 Leading Change: Social Change,
Social Movement, Social Justice
30
VLM705 Dissertation 60
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 42
MODULE DATA SETS
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
Validation Documentation 2018/19: MA Values-led Leadership Page 43
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)
QAA Master's Degree Characteristics (September 2015)
Validation Documentation 2018/19: MA Values-led Leadership Page 44
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
Validation Documentation 2018/19: MA Values-led Leadership Page 45
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
Validation Documentation 2018/19: MA Values-led Leadership Page 46
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
Validation Documentation 2018/19: MA Values-led Leadership Page 47
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
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: 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
Relevant Benchmarks/National Occupational Standards:
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
Validation Documentation 2018/19: MA Values-led Leadership Page 48
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.
Learning Opportunities:
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;
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; 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.
Validation Documentation 2018/19: MA Values-led Leadership Page 49
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
of social formations within which they live and work.
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. 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.
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:
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
Validation Documentation 2018/19: MA Values-led Leadership Page 50
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
Indicative Recommended Reading:
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
Validation Documentation 2018/19: MA Values-led Leadership Page 51
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
Validation Documentation 2018/19: MA Values-led Leadership Page 52
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.
Semester of Delivery: Semester 1
CATS Value: 30 level 7 credits
ECTS Value: 15 level 7 credits
Contact Hours: 18 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: John Butcher/ Nick Wilkins
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: None
Normally Available to Exchange Students: No
The Pre-requirement(s) for this Module are: None
This Module is a Pre-requisite for: MA Values-led Leadership
Relevant Benchmarks/National Occupational Standards:
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
Validation Documentation 2018/19: MA Values-led Leadership Page 53
Module Curriculum Led Outcomes:
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;
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.
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
Validation Documentation 2018/19: MA Values-led Leadership Page 54
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.
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
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
http://www.actionresearch.net/writings/livtheory.html
Indicative Recommended Reading:
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
Validation Documentation 2018/19: MA Values-led Leadership Page 55
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
Validation Documentation 2018/19: MA Values-led Leadership Page 56
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.
Semester of Delivery: Semester 2
CATS Value: 30 level 7 credits
ECTS Value: 15 level 7 credits
Contact Hours: 12
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: John Butcher/ 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: None
Normally Available to Exchange Students: No
The Pre-requirement(s) for this Module are: Honours degree
This Module is a Pre-requisite for: MA Values-led Leadership
Relevant Benchmarks/National Occupational Standards:
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
Validation Documentation 2018/19: MA Values-led Leadership Page 57
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:
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.
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 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.
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
Validation Documentation 2018/19: MA Values-led Leadership Page 58
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.
Working and writing at M level
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.
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:
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.
Indicative Recommended Reading:
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
Validation Documentation 2018/19: MA Values-led Leadership Page 59
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
Validation Documentation 2018/19: MA Values-led Leadership Page 60
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
Mode of Delivery: Full time/part time
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)
QAA Master's Degree Characteristics (September 2015)
Module Curriculum Led Outcomes:
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;
Validation Documentation 2018/19: MA Values-led Leadership Page 61
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:
Students will, by the end of the module, have the opportunity to:
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.
Working and writing at M level
Validation Documentation 2018/19: MA Values-led Leadership Page 62
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:
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
Indicative Recommended Reading:
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
Validation Documentation 2018/19: MA Values-led Leadership Page 63
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 64
RESOURCES STATEMENT
Validation Documentation 2018/19: MA Values-led Leadership Page 65
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 66
APPENDICES
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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
Validation Documentation 2018/19: MA Values-led Leadership Page 68
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).
Validation Documentation 2018/19: MA Values-led Leadership Page 69
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).
Validation Documentation 2018/19: MA Values-led Leadership Page 70
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.
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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
Validation Documentation 2018/19: MA Values-led Leadership Page 72
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
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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
Validation Documentation 2018/19: MA Values-led Leadership Page 74
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 75
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
Validation Documentation 2018/19: MA Values-led Leadership Page 76
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.
Comments from Proposal Team in Response to Comments Raised
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.
Support Area Response (Head of Service Area/representative):
No additional comments received.
Estates
Comment by Programme Team: N/A
Support Area Response (Head of Service Area/representative):
No additional comments received.
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
Validation Documentation 2018/19: MA Values-led Leadership Page 77
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
Validation Documentation 2018/19: MA Values-led Leadership Page 78
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.
Comments from Proposal Team in Response to Comments Raised
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.
Comments from Proposal Team in Response to Comments Raised
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
Validation Documentation 2018/19: MA Values-led Leadership Page 79
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.
Support Area Response (Head of Service Area/representative):
No additional comments received.
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)
Validation Documentation 2018/19: MA Values-led Leadership Page 80
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.
Comments from Proposal Team in Response to Comments Raised
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 81
CMA Issues
Comments by Programme Team: N/A
Support Area Response (Lysandre de-la-Haye, Deputy Registrar):
No additional comments received.
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.
Comments from Proposal Team in Response to Comments Raised
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.
Comments from Proposal Team in Response to Comments Raised
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:
Validation Documentation 2018/19: MA Values-led Leadership Page 82
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 83
APPENDIX 1:
INCLUSIVE PRACTICE AUDIT
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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
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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
Validation Documentation 2018/19: MA Values-led Leadership Page 86
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
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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:
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APPENDIX 2:
ASSIGNMENT BRIEFS
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
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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;
articulate on a chosen research issue relevant to their professional practice;
critically discuss how ethical considerations have been embedded throughout the research
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
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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.
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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.
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 awareness of
current problems 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
scholarship,
Demonstrate fluency in critically
evaluating techniques
applicable to their
own research or advanced
scholarship and introduce relevant
approaches from
Show a comprehensive
understanding of techniques
applicable to their
own research or advanced
scholarship. Good use of Harvard
referencing.
Demonstrate an ability to evaluate
techniques applicable to their
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
Harvard referencing.
Validation Documentation 2018/19: MA Values-led Leadership Page 92
commensurate with the expectations of
peer-reviewed publication.
Excellent use of
Harvard referencing.
their cognate area. 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 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 techniques of
research and
enquiry are used to create and
interpret knowledge in the
discipline.
Partial
application of
knowledge and/or limited
understanding of techniques
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
current research and advanced
scholarship in the
discipline. Some original and critical
thinking
Good conceptual
understanding that
enables the student to
evaluate critically current research
and advanced
scholarship in the discipline.
Conceptual
understanding that
enables the student to analyse
current research and advanced
scholarship in the
discipline.
Some patchy
conceptual
understanding that enables
the student to analyse current
research and
advanced scholarship in
the discipline.
Little conceptual
understanding that enables the
student to analyse current research and advanced
scholarship in the discipline.
Validation Documentation 2018/19: MA Values-led Leadership Page 93
Conceptual understanding
and critical 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 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
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
Validation Documentation 2018/19: MA Values-led Leadership Page 94
Assignment Brief 2018/19
1. Module Information
Module Title: Professional Enquiry: Improving Practice with Living Educational Theory Module Code: VLM702
Cohort: Cornwall, part time
2. When the Module is Run
Academic Year: 2019-2020
Semester: Two
3. Module Leader
Name: Joy Mounter
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 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;
articulate on a chosen research issue relevant to their professional practice;
critically discuss how ethical considerations have been embedded throughout the research design
process.
6. Assignment Deadline and Submission Details
Deadline: by 12 noon on TBC
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]
Validation Documentation 2018/19: MA Values-led Leadership Page 95
File size limit only complete if more than 20MB: n/a
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): ‘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.
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:]
☒ Other: Please specify: electronic
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 96
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.
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 awareness of
current problems 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 scholarship,
commensurate with
Demonstrate
fluency in critically evaluating
techniques applicable to their
own research or
advanced scholarship and
introduce relevant approaches from
their cognate area.
Show a
comprehensive understanding of
techniques applicable to their
own research or
advanced scholarship. Good
use of Harvard referencing.
Demonstrate an
ability to evaluate techniques
applicable to their 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 Harvard referencing.
Validation Documentation 2018/19: MA Values-led Leadership Page 97
the expectations of peer-reviewed
publication. Excellent use of
Harvard referencing.
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
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
techniques of research and
enquiry are used to
create and interpret
knowledge in the discipline.
Partial application of knowledge and/or
limited
understanding of techniques 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
current research and advanced
scholarship in the discipline. Some
original and critical
thinking
Good conceptual
understanding that enables the
student to evaluate
critically current research and
advanced scholarship in the
discipline.
Conceptual
understanding that enables the
student to analyse
current research and advanced
scholarship in the discipline.
Some patchy
conceptual understanding that
enables the student
to analyse current research and
advanced scholarship in the
discipline.
Little conceptual
understanding that enables the student 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
Conveying little or no
understanding of
Validation Documentation 2018/19: MA Values-led Leadership Page 98
and critical evaluation of
methodologies.
challenge existing methodologies and
paradigms to propose innovative
approaches.
critique research paradigms, enhance
methodologies and propose new
hypotheses.
enables the student to critically
evaluate methodologies and
develop their own
hypotheses.
enables the student to choose
appropriate methodologies;
identify their
strengths and weaknesses; and
construct hypotheses.
methodologies and the nature of
hypotheses.
methodologies or defending
methodological choices.
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
Validation Documentation 2018/19: MA Values-led Leadership Page 99
Assignment Brief 2018/19
1. Module Information
Module Title: Values-led Leadership Module Code: VLM703
Cohort: Cornwall, part time
2. When the Module is Run
Academic Year: 2019-2020 Semester: One
3. Module Leader
Name: John Butcher
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 the field of values-led leadership;
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.
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
Number of Files (maximum of 10):
Validation Documentation 2018/19: MA Values-led Leadership Page 100
☐ 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): 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.
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:]
☒ Other: Please specify: electronic
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 101
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.
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 awareness of
current problems 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 scholarship,
commensurate with
Demonstrate
fluency in critically evaluating
techniques applicable to their
own research or
advanced scholarship and
introduce relevant approaches from
their cognate area.
Show a
comprehensive understanding of
techniques applicable to their
own research or
advanced scholarship. Good
use of Harvard referencing.
Demonstrate an
ability to evaluate techniques
applicable to their 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 Harvard referencing.
Validation Documentation 2018/19: MA Values-led Leadership Page 102
the expectations of peer-reviewed
publication. Excellent use of
Harvard referencing.
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
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
techniques of research and
enquiry are used to
create and interpret
knowledge in the discipline.
Partial application of knowledge and/or
limited
understanding of techniques 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
current research and advanced
scholarship in the discipline. Some
original and critical
thinking
Good conceptual
understanding that enables the
student to evaluate
critically current research and
advanced scholarship in the
discipline.
Conceptual
understanding that enables the
student to analyse
current research and advanced
scholarship in the discipline.
Some patchy
conceptual understanding that
enables the student
to analyse current research and
advanced scholarship in the
discipline.
Little conceptual
understanding that enables the student 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
Conveying little or no
understanding of
Validation Documentation 2018/19: MA Values-led Leadership Page 103
and critical evaluation of
methodologies.
challenge existing methodologies and
paradigms to propose innovative
approaches.
critique research paradigms, enhance
methodologies and propose new
hypotheses.
enables the student to critically
evaluate methodologies and
develop their own
hypotheses.
enables the student to choose
appropriate methodologies;
identify their
strengths and weaknesses; and
construct hypotheses.
methodologies and the nature of
hypotheses.
methodologies or defending
methodological choices.
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
Validation Documentation 2018/19: MA Values-led Leadership Page 104
Assignment Brief 2018/19
1. Module Information
Module Title: Leading Change: social change, social movement, social justice
Module Code: VLM704 Cohort: Cornwall, part time
2. When the Module is Run
Academic Year: 2019-2020 Semester: Two
3. Module Leader
Name: Joy Mounter
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
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 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.
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
Validation Documentation 2018/19: MA Values-led Leadership Page 105
or tutor’s name]
File size limit only complete if more than 20MB: n/a
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): 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
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:]
☒ Other: Please specify electronic
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 106
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.
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 awareness of
current problems 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 scholarship,
commensurate with
Demonstrate
fluency in critically evaluating
techniques applicable to their
own research or
advanced scholarship and
introduce relevant approaches from
their cognate area.
Show a
comprehensive understanding of
techniques applicable to their
own research or
advanced scholarship. Good
use of Harvard referencing.
Demonstrate an
ability to evaluate techniques
applicable to their 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 Harvard referencing.
Validation Documentation 2018/19: MA Values-led Leadership Page 107
the expectations of peer-reviewed
publication. Excellent use of
Harvard referencing.
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
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
techniques of research and
enquiry are used to
create and interpret
knowledge in the discipline.
Partial application of knowledge and/or
limited understanding
of techniques 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
current research and advanced
scholarship in the discipline. Some
original and critical
thinking
Good conceptual
understanding that enables the
student to evaluate
critically current research and
advanced scholarship in the
discipline.
Conceptual
understanding that enables the
student to analyse
current research and advanced
scholarship in the discipline.
Some patchy
conceptual understanding that
enables the student to
analyse current research and
advanced scholarship in the discipline.
Little conceptual
understanding that enables the student
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
Conveying little or no
understanding of
Validation Documentation 2018/19: MA Values-led Leadership Page 108
and critical evaluation of
methodologies.
challenge existing methodologies and
paradigms to propose innovative
approaches.
critique research paradigms, enhance
methodologies and propose new
hypotheses.
enables the student to critically
evaluate methodologies and
develop their own
hypotheses.
enables the student to choose
appropriate methodologies;
identify their
strengths and weaknesses; and
construct hypotheses.
the nature of hypotheses.
methodologies or defending
methodological choices.
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
Validation Documentation 2018/19: MA Values-led Leadership Page 109
Assignment Brief 2018/19
1. Module Information
Module Title: Dissertation Module Code: VLM705
Cohort: Cornwall, part time
2. When the Module is Run
Academic Year: 2019-2020 Semester: One and Two
3. Module Leader
Name: Laura Osbourne 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
Learning opportunities:
Students will, by the end of the module, have the opportunity to:
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.
6. Assignment Deadline and Submission Details
Deadline: by 12 noon on TBC
Submission Mode:
☐ Electronic Assignment Submission and Feedback
Validation Documentation 2018/19: MA Values-led Leadership Page 110
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
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): 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
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:]
☒ Other: Please specify electronic
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 111
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.
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 awareness of
current problems 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 scholarship,
commensurate with
Demonstrate
fluency in critically evaluating
techniques applicable to their
own research or
advanced scholarship and
introduce relevant approaches from
their cognate area.
Show a
comprehensive understanding of
techniques applicable to their
own research or
advanced scholarship. Good
use of Harvard referencing.
Demonstrate an
ability to evaluate techniques
applicable to their 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 Harvard referencing.
Validation Documentation 2018/19: MA Values-led Leadership Page 112
the expectations of peer-reviewed
publication. Excellent use of
Harvard referencing.
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
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
techniques of research and
enquiry are used to
create and interpret
knowledge in the discipline.
Partial application of knowledge and/or
limited
understanding of techniques 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
current research and advanced
scholarship in the discipline. Some
original and critical
thinking
Good conceptual
understanding that enables the
student to evaluate
critically current research and
advanced scholarship in the
discipline.
Conceptual
understanding that enables the
student to analyse
current research and advanced
scholarship in the discipline.
Some patchy
conceptual understanding that
enables the student
to analyse current research and
advanced scholarship in the
discipline.
Little conceptual
understanding that enables the student 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
Conveying little or no
understanding of
Validation Documentation 2018/19: MA Values-led Leadership Page 113
and critical evaluation of
methodologies.
challenge existing methodologies and
paradigms to propose innovative
approaches.
critique research paradigms, enhance
methodologies and propose new
hypotheses.
enables the student to critically
evaluate methodologies and
develop their own
hypotheses.
enables the student to choose
appropriate methodologies;
identify their
strengths and weaknesses; and
construct hypotheses.
methodologies and the nature of
hypotheses.
methodologies or defending
methodological choices.
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
Validation Documentation 2018/19: MA Values-led Leadership Page 114
APPENDIX 3:
STAFF CVS
Validation Documentation 2018/19: MA Values-led Leadership Page 115
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 116
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.
Validation Documentation 2018/19: MA Values-led Leadership Page 117
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
Validation Documentation 2018/19: MA Values-led Leadership Page 118
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
Validation Documentation 2018/19: MA Values-led Leadership Page 119
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
Validation Documentation 2018/19: MA Values-led Leadership Page 120
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):
Mr John James Butcher
Email Address:
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.
Brief description of duties
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.
Qualifications: Degrees, Diplomas, Certificates, including teaching qualifications
Qualification and Subject Awarding Body/Institution Date of Award
B Ed Hons Teaching Exeter University 1981
M Ed Education leadership and
management.
Exeter University 2009
Validation Documentation 2018/19: MA Values-led Leadership Page 121
Current Membership of
Professional Bodies (if none, write “None”)
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.
Professional Experience
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
Validation Documentation 2018/19: MA Values-led Leadership Page 122
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.
Staff Development and Training (most recent first; maximum last 2 years)
Course/Conference/Activity Provider Main Content Year
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.
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
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
External Examinerships or External Verification Roles (if none, write “None”)
Institution/Awarding Body Course/Subject Years
NCSL Leadership development. 2010
Additional Information
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: John Butcher
Date: 15th December 2018
Validation Documentation 2018/19: MA Values-led Leadership Page 123
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):
Keith Jones
Email Address:
Telephone Number: 07967226047
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
Brief description of duties
and responsibilities
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.
Qualifications: Degrees, Diplomas, Certificates, including teaching qualifications
Validation Documentation 2018/19: MA Values-led Leadership Page 124
Qualification and Subject Awarding Body/Institution Date of Award
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
Current Membership of
Professional Bodies (if none, write “None”)
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.
Professional Experience
18 years teaching in Mainstream Education at Secondary Level.
Staff Development and Training (most recent first; maximum last 2 years)
Course/Conference/Activity Provider Main Content Year
Various short course training
programs (In House)
TLI Mentoring, Assessment 2016-2018
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
None in the last five Years
Current Research (if none, write ‘None’)
None.
External Examinerships or External Verification Roles (if none, write “None”)
Institution/Awarding Body Course/Subject Years
External Validating (Amsterdam University of Applied
Sciences) 2018 – current;
International Sport Management
Current
Validation Documentation 2018/19: MA Values-led Leadership Page 125
Additional Information
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
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: Keith Jones
Date: January 2019
On completion of the application form, please forward electronically to Joy Mounter [email protected]
Validation Documentation 2018/19: MA Values-led Leadership Page 126
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):
Dr Laura Osborne
Email Address:
Telephone Number: 07951836942
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
Brief description of duties
and responsibilities
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
Qualifications: Degrees, Diplomas, Certificates, including teaching qualifications
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
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B.Sc (Hons) Combined Studies in Geology and Geography,
Plymouth Polytechnic 1985
Current Membership of
Professional Bodies (if none, write “None”)
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.
Professional Experience
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.
Staff Development and Training (most recent first; maximum last 2 years)
Course/Conference/Activity Provider Main Content Year
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
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knowledge and knowing
TLI tutor training TLI An exploration of how
personal epistemological
beliefs impact on learning and learning opportunities
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
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
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
Current Research (if none, write ‘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
External Examinerships or External Verification Roles (if none, write “None”)
Institution/Awarding Body Course/Subject Years
None
Additional Information
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: Laura Osborne
Date: April 2017
On completion of the application form, please forward electronically to Zoe Nixon [email protected]
Validation Documentation 2018/19: MA Values-led Leadership Page 129
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 Anne Petherick-Davies
Email Address:
Telephone Number: 07854040525
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
Brief description of duties
and responsibilities
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.
Qualifications: Degrees, Diplomas, Certificates, including teaching qualifications
Qualification and Subject Awarding Body/Institution Date of Award
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
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Current Membership of
Professional Bodies (if none, write “None”)
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)
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Staff Development and Training (most recent first; maximum last 2 years)
Course/Conference/Activity Provider Main Content Year
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
beliefs impact on learning and learning opportunities
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
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
None
Current Research (if none, write ‘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
External Examinerships or External Verification Roles (if none, write “None”)
Institution/Awarding Body Course/Subject Years
None
Additional Information
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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:
Date:
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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):
Mr Nicholas Wilkins
Email Address:
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]
Brief description of duties
and responsibilities
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.
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Qualifications: Degrees, Diplomas, Certificates, including teaching qualifications
Qualification and Subject Awarding Body/Institution Date of Award
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
Current Membership of
Professional Bodies (if none, write “None”)
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.
Professional Experience
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.
Staff Development and Training (most recent first; maximum last 2 years)
Course/Conference/Activity Provider Main Content Year
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
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
Current Research (if none, write ‘None’)
None at present
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External Examinerships or External Verification Roles (if none, write “None”)
Institution/Awarding Body Course/Subject Years
None at present
Additional Information
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.
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: Nick Wilkins
Date: 23 May 2017
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APPENDIX 4:
COMMENTS FROM EXTERNAL SPECIALISTS (IF APPLICABLE)
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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
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APPENDIX 5:
EVIDENCE OF STUDENT INVOLVEMENT/CONSULTATION
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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
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APPENDIX 6:
SITE VISIT REPORT AND MINUTES OF COLLABORATIVE STRATEGY
COMMITTEE (FOR ANY PROPOSALS IN
COLLABORATION WITH EXTERNAL PARTNER)
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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
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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.
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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.
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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?)
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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:
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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.
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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
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APPENDIX 7:
OPERATIONAL OVERVIEW (FOR ANY PROPOSALS IN
COLLABORATION WITH EXTERNAL PARTNER)
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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
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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
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APPENDIX 8:
CRITICAL FRIEND REPORT
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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.
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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.
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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
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APPENDIX 9: FACULTY STAGE SIGN OFF FORM
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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
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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.