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Our Higher Education MA has been built with practising university teacher in mind. It encourages you to construct your own developmental pathway through a choice of optional modules, allowing you to graduate a more confident university teacher with the skills and knowledge to shape professional practice. Read more
Our Higher Education MA has been built with practising university teacher in mind. It encourages you to construct your own developmental pathway through a choice of optional modules, allowing you to graduate a more confident university teacher with the skills and knowledge to shape professional practice.

PROGRAMME OVERVIEW

Through online delivery of content, our Higher Education MA offers you the flexibility to create a programme that suits your professional development needs in the field of university teaching, and is offered on a part-time basis over five years.

The programme allows you to construct your own developmental pathway through a choice of optional modules. You will do this by engaging with the explicit pedagogic framework that underpins the programme, emphasising the connections between concepts, theory and practice, teaching and research, disciplinary methods, and teachers and students.

On the programme you will analyse issues relating to your everyday teaching practice, share practice and explore solutions with your fellow participants and tutors.

PROGRAMME STRUCTURE

This programme is studied over three academic years and is part-time via distance learning. It consists of eight taught modules and a dissertation.

On successful completion of the PGDip in Higher Education and a review of a portfolio of work via an accreditation panel, participants may apply to become a Senior Fellow of the Higher Education Academy (subject to accreditation). The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Teaching in Your Own Discipline
-Researching in Higher Education
-Research Dissertation
-Signature Concepts in Higher Education
-Evaluating Educational Research
-Assessment and Feedback
-From Student Voice to Co-Enquiry
-Peer Observation of Teaching
-Moving into Academic Leadership
-Designing Technology Enhanced Learning
-Exploring Technology Enhanced Learning
-Veterinary Clinical Teaching
-Technical and Professional Skills Teaching in Veterinary Education

EDUCATIONAL AIMS OF THE PROGRAMME

-Contribute to the development of participants' theoretically informed understandings, and teach in ways that support epistemological access for a diverse student body
-Respect participants' disciplinary backgrounds, and encourage participants to interrogate the nature of their own disciplines and relate this to ideas presented in the programme
-Promote reflective practice, requiring critical engagement based on evidence and theory with the roles and practices of higher education teaching, rather than having as its goal the teaching of a set of generic skills and techniques
-Disrupt participants' existing beliefs about teaching and learning

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes. The overarching programme learning outcomes are to:
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Knowledge and understanding
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education

Intellectual / cognitive skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Professional practical skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature

Key / transferable skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature
-Further details of the programme’s pedagogic framework is available by contacting the programme team. The programme is aligned to the requirements of the UK Professional Standards Framework at D3 which relates to Senior Fellowship of the Higher Education Academy.

Initial enquires should be directed to Dr Dawn Morley -

STUDENT EXPERIENCE

As part of induction to the programme, you will have a discussion with a personal tutor to help you make the appropriate choices for your professional learning journey based on your previous teaching and learning experience in the higher education context and your developmental aspirations.

A personal tutor will work with you to develop a personalised plan to ensure you get the most from the programme by developing your professional knowledge and skills.

REGISTRATION

As we recognised that you will be working within your own higher education institutions while you study, the programme is offered as part-time registration. It is anticipated that the Diploma would be completed within two years of registration and the Dissertation would normally be completed within an additional year.

You will be registered initially for the MA in Higher Education (180 credits). However, you can choose to step-off at Postgraduate Certificate (60 credits) or the Postgraduate Diploma (120 credits) Level.

You can decide to study for a general MA in Higher Education or a MA in Higher Education with a specialist pathway. Specialist pathways are only available for the MA in Higher Education (not at the award of Diploma).

If you decide, a pathway is right for you, you will need to take 60 credits from the specialist modules and conduct research within the Research Dissertation module on an area relating to the pathway. The following are the three specialist pathways available:
-Academic Leadership
-Technology Enhanced Learning
-Veterinary Education

If you decide to take the Academic Leadership pathway, you will be awarded for example, 'MA in Higher Education (Academic Leadership)'.

Postgraduate Certificate
The postgraduate certificate is built around the compulsory module of 'Teaching in Your Own Discipline'. You will choose three optional modules that help builds your own professional pathway and suits your needs.

Postgraduate Diploma
For the Postgraduate Diploma, based on your personal/professional development plan, you will choose three further modules that fulfil your personal and professional aims and which strengthens your activities, knowledge and professional values in your career.

You will also do the compulsory module of 'Researching in Higher Education', which aims to help you to start thinking about how to investigate and explore issues that intrigues and challenges you in the Higher Education landscape.

MA
For the MA in Higher Education, you will have to conduct a piece of independent research as part of the compulsory Research Dissertation module.

This allows you to investigate an issue that you have personally selected that will contribute to your growing understanding of your professional practice.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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The MA International Higher Education provides a unique opportunity to develop your professional expertise and knowledge in a key area of higher education. Read more

A chance to study a top UK Masters in China

The MA International Higher Education provides a unique opportunity to develop your professional expertise and knowledge in a key area of higher education. Drawing on Nottingham’s experience at the forefront of advances in international and transnational higher education over the past two decades, this course will strengthen your ability to contribute effectively to this rapidly developing field, based on analysis of research, policy and institutional strategies.

If you are keen to understand how to develop, implement and evaluate strategies for international and transnational higher education, how to develop and manage courses abroad, or how you or your organisation should relate to international students, then the MA International Higher Education is for you.

You will build on and analyse your own professional experience, and those of other participants from a range of international higher education backgrounds. You will investigate practices, policies and theories of higher education and its increasingly international role in contemporary global society. You will also draw on the expertise of staff from across the University of Nottingham with extensive knowledge and experience in international and transnational higher education, and who have made key contributions to the University's internationalisation.

The course aims to:

- provide opportunities for you to gain professionally-relevant knowledge, understanding and skills in international higher education
- offer a critical map of the field of higher education and how and why it is changing in the context of internationalisation and globalisation
- explore a range of issues, strategies and practices in the organisation, management, and administration of higher education institutions in the context of internationalisation and globalisation
- combine the perspectives of higher educational practitioners, policy makers, managers and researchers

The objectives of the course are that you will:

- be aware and understand the major themes, issues and debates in international and transnational higher education
-have explored the interface between policy, scholarly research and practice in relation to international and transnational higher education
- understand the continuities and discontinuities between policy, practice and research
- be prepared to develop, challenge and question policies, strategies, practice and research
- be confident in constructing arguments about international and transnational higher education based on evidence and theory
- be able to formulate and investigate significant research questions about international and transnational higher education

This course is taught by leading international scholars, academic leaders and managers who are based in the Centre for Research in Higher, Adult and Vocational Education, and across the University. It takes a case-based approach - topics for assignment work are determined by course participants, drawing upon their own interests and work in international/transnational higher education.

This course is professionally and intellectually valuable in its own right, but is also ideal preparation for a PhD in Higher Education.

Programme structure

The programme comprises four 30-credit modules and a 60-credit dissertation.

Module 1: Globalisation, higher education and society
Module 2: Internationalising higher education: institutional strategy and development
Module 3: Enhancing student experience in international higher education
Module 4: Shaping the future: An evidence-based approach to managing change in international higher education
The dissertation provides students with the opportunity to carry out an in-depth investigation of internationalisation within a particular function in a higher education institution. Development of the research skills students need to carry out this work are supported in various ways, building on their value for future professional practice.


This course is also available at our UK campus.

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The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. Read more
The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. All modules are credit rated and lead to the following qualifications:

• MA degree: 180 credits; 120 acquired for the Diploma plus 60 for a Research Project/ Dissertation
• Postgraduate Diploma: 120 credits acquired from any combination of modules
• Postgraduate Certificate: 60 credits acquired from any combination of modules

Students may also take modules that lead to particular awards within the programme:

• Postgraduate Certificate in Professional Learning in Higher Education: 60 credits acquired from a set of three required modules. This qualification is designed primarily for participants who are in their early years of teaching in higher education, though it may also be taken by more experienced staff. Based upon the UK’s Professional Standards Framework for Higher Education, the award qualifies teachers for Fellowship of the Higher Education Academy.

• Postgraduate Certificate in Research Degree Supervision and Management: 60 credits acquired from a pair of 30-credit modules. This qualification is designed to meet the needs of teachers who are new to research degree supervision and management, though it may also be taken by experienced staff.

The programme enables participants to plan their course of study according to their own needs and interests. Most modules (subject to availability) can be taken in any order and in any combination, though we would advise new teachers to include the ‘Teaching and Learning in Higher Education’ module among their initial options. The Master’s Project or Dissertation should be taken on completion of the PG Diploma. Tutorials will be available to help participants plan their course of studies.

Modules may be selected to create various levels of part-time study. The minimum enrolment is for one 15-credit module per year. The maximum enrolment is for a full-time 180-credit Master’s degree.

Modules

• Teaching and Learning in Higher Education (30 credits)*
• Course Design and Assessment (15)*
• Using Learning Technology in Higher Education (15)*
• Research Degree Supervision (30)**
• Research Management (30)**
• Mentoring and Coaching in Higher Education (15)
• Curriculum Models and Curriculum Development in Higher Education (15)
• The Teacher Practitioner (15)
• Teaching and Supporting Academic Writing in Higher Education (15)
• Quality Management in Higher Education (15)
• Linking Teaching and Research (15)
• Sustainability in Higher Education (15)
• Delivering Effective Outcomes and Change through Teams (15)
• Enterprise and Higher Education (15)
• E-learning, Teaching and Assessment (15)
• E-learning: hardware and software (15)
• E-learning with Web 2.0 (15)
• Designing and Conducting a Pedagogical Research Project (15)
• The Role of Information Literacy in Students’ Learning and Research (15)
• Teaching and Learning within and beyond the Disciplines (15)
• Marketing Matters in Higher Education (15)
• Employability in Higher Education (15)
• Pedagogical Research Project (30)
• Master’s Project or Dissertation (60)

* Modules required for the PGCert, Professional Learning in Higher Education
** Modules required for the PGCert, Research Degree Supervision and Management

Teaching methods and resources

Most modules are delivered through two or three half-day sessions, including mini-lectures, seminars, workshops and presentations, supported where appropriate by online discussions and activities. Sessions are designed to promote the sharing of ideas, expertise and experiences within a professional community of practice, so we will encourage participation and contributions from everyone. One module (‘Teaching and Learning in Higher Education’, for new teachers) includes some teaching observation sessions, and some modules provide opportunities for peer mentoring. Project and Dissertation modules will be largely delivered by individual supervision, and E-learning modules will be held in ICT training rooms.

Throughout the programme, participants will be supported by individual and small-group tutorials, and will be invited to attend occasional professional development lectures and seminars organised by the Centre for Learning and Teaching Development each year.

Learning resources for the programme will be available through the university’s library and information services. Modules have been designed to make the most of the wide range of scholarly material that is now freely available online, and participants will have access to the online resources and learning opportunities afforded by the university’s virtual learning environment (Minerva) which will provide links to key resources for each module.

The teaching sessions for some modules will be delivered within a few weeks, some over a period of several months, and some throughout the academic year. Further information about the organisation, dates, times and location of the teaching sessions for each module can be found in the Programme Calendar, available from .

Assessment methods

Assessment for all modules is by coursework, based upon the completion of assignments designed to promote understanding, enhancement and/or application of professional practices in higher education. Each module has its own assessment tasks, usually one or two per module. Forms of assessment include work-based activities, action plans, reports, reflective logs, portfolios, presentations, reviews, case studies, business plans, short essays, action-research documents, and (for the Master’s degree) a dissertation/research project.

Career Opportunities

The PPHE programme is designed to support the development of all academic and professional staff, teaching, managing or supporting HE students, at a time when evidence of professional development is increasingly expected of all staff, not least for new appointments and promotions. A recognised certificate in teaching in higher education is becoming a requirement for all lecturing positions in the UK, and our certificate enables participants to become more effective and confident HE lecturers. The certificate is recognised by the Higher Education Academy: completion of the 'Teaching and Learning in HE' module (HE7001) leads automatically to Associate Fellowship, and completion of 3 modules (HE7001, 7002 and 7003) leads to Fellowship of the HEA. This means that the CPLHE qualification is recognised by other institutions as a teaching qualification for HE and is equivalent to other HEA-accredited postgraduate certificates in HE.

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This programme offers theoretical and practical support for those embarking on a career in Higher Education (HE). It considers different approaches to teaching and learning, grounded in educational research, and related aspects such as curriculum design and delivery and the principles and purposes of assessment. Read more
This programme offers theoretical and practical support for those embarking on a career in Higher Education (HE). It considers different approaches to teaching and learning, grounded in educational research, and related aspects such as curriculum design and delivery and the principles and purposes of assessment. It enables you to bring these considerations to bear on your own work and experience as a teacher, researcher or practitioner.

The emphasis throughout is on developing an understanding of the HE context, recognising the diversity of provision – universities, Further Education institutions, specialist institutions, professional providers – and practices, for example, in different disciplinary fields.

Visit the website https://www.kent.ac.uk/courses/postgraduate/239/higher-education

About the Centre for the Study of Higher Education

The Centre for the Study of Higher Education provides a base for postgraduate provision with a distinctive focus on the field of Higher Education. CSHE is also a focal point for research in this area, supported by seminars and events to which all postgraduate students and staff are warmly welcomed.

We offer three taught postgraduate programmes (PCert, PDip and MA in Higher Education) and a PhD in Higher Education. Taught programmes are tailored to different levels of experience and designed for you to select subject matter according to your own professional interests and role. The emphasis throughout is on developing an understanding of the Higher Education context, the diversity of provision and the implications for all aspects of academic work in the 21st century.

The PhD programme, offered on a full-time or part-time basis, is aimed at those with a professional or scholarly interest in any aspect of Higher Education who wish to develop as independent researchers in the field.

Students on our programmes come from a wide range of subject backgrounds and bring a rich variety of experiences to their work, resulting in a lively interdisciplinary dimension to taught modules and opportunities for debate.

Please note that we are unable to offer tuition or supervision in relation to other phases of education (e.g. schools), or to schoolteacher education.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

Assessment

Assessment is by an essay of 3,000 words or negotiated equivalent for each module.

Programme aims

This programme aims to:

- assist you to become an effective professional HE teacher informed by scholarship, research and innovation

- assist you to become an effective research worker, supervisor of research students and staff, and manager of projects (where appropriate)

- provide a sound knowledge and systematic understanding of the principal institutions, constituents and procedures of a higher education institution

- introduce you to a range of different theoretical approaches to the study of education and develop a critical awareness of education in its historical, socio-economic and political contexts

- enable you to study some selected aspects of higher education in greater depth.

Study support

- Research expertise and resources

The Centre for the Study of Higher Education has members of staff based in all faculties in the University, as well as a core team of Education specialists. Higher Education is a broad interdisciplinary field, and members of the Centre for the Study of Higher Education research and publish on a wide range of subjects. Full details can be found on individual staff webpages. The Centre draws on expertise from a range of disciplines; we offer joint supervision with other academic schools, and can accommodate a wide range of research topics.

The University library houses a growing collection of books and journals on higher education, many of which can be accessed online. You also have access to the extensive training and other resources provided through the Graduate School.

- Research seminars/events

The Centre holds regular research seminars where academic staff and postgraduate students discuss their research and work in progress. Every term we also invite a number of external speakers to give lectures and seminars. Our students have access to lively national and international research networks and conferences through the Centre’s active involvement in the Society for Research into Higher Education, the British Educational Research Association and other scholarly bodies.

- Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. Recent contributions include: Journal of Workplace Learning; Discourse; Journal of Further and Higher Education; Teaching in Higher Education; International Journal of Lifelong Education.

- Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/gsa.html). The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.

Research areas

Research on HE at Kent includes work on education policy, the philosophy, economics, management and politics of HE, disciplinary teaching and learning, learning technology, academic practice and sociological perspectives on academic work.

Careers

Our students are higher education professionals at various stages of their careers, ranging from early career teachers to lecturers to experienced senior leaders. Throughout, we aim to enhance students’ understanding and capacity for critical analysis of the contexts and practices of higher education.

The MA in Higher Education further encourages students to reflect upon their own professional experiences through critical engagement with topics of academic interest. After completing the MA, recent graduates have gained promotion within their existing roles, taken up new employment or commenced PhD study.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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This programme offers an opportunity for Higher Education (HE) professionals to deepen their understanding of principles, theoretical concepts and the policy context of HE. Read more
This programme offers an opportunity for Higher Education (HE) professionals to deepen their understanding of principles, theoretical concepts and the policy context of HE.

Practice-based specialist modules are combined with modules supporting the development of research skills, culminating in a dissertation for the MA. The emphasis throughout is on a critical understanding of the HE context and its implications for academic work in the 21st century.

Visit the website https://www.kent.ac.uk/courses/postgraduate/241/higher-education

About Centre for the Study of Higher Education

The Centre for the Study of Higher Education (CSHE) provides a base for postgraduate provision with a distinctive focus on the field of Higher Education. CSHE is also a focal point for research in this area, supported by seminars and events to which all postgraduate students and staff are warmly welcomed.

We offer three taught postgraduate programmes (PCert, PDip and MA in Higher Education) and a PhD in Higher Education.

Taught programmes are tailored to different levels of experience and designed for you to select subject matter according to your own professional interests and role. The emphasis throughout is on developing an understanding of the Higher Education context, the diversity of provision and the implications for all aspects of academic work in the 21st century.

The PhD programme, offered on a full-time or part-time basis, is aimed at those with a professional or scholarly interest in any aspect of Higher Education who wish to develop as independent researchers in the field.

Students on our programmes come from a wide range of subject backgrounds and bring a rich variety of experiences to their work, resulting in a lively interdisciplinary dimension to taught modules and opportunities for debate.

Please note that we are unable to offer tuition or supervision in relation to other phases of education (e.g. schools), or to schoolteacher education.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

Assessment

Assessment is by a presentation of work in progress, an essay of up to 5,000 words for each module and a 12,000-word dissertation.

Programme aims

This programme aims to:

- develop your knowledge and skills by focusing on principles, concepts and theoretical perspectives relevant to the study of higher education (HE)

- develop your capacity to analyse the implications of principles and policy for HE contexts and practice

- enable you to design, execute and communicate the results of a research project in your specialist area of study.

Study support

- Research expertise and resources

The Centre for the Study of Higher Education has members of staff based in all faculties in the University, as well as a core team of Education specialists. Higher Education is a broad interdisciplinary field, and members of the Centre for the Study of Higher Education research and publish on a wide range of subjects. Full details can be found on individual staff webpages. The Centre draws on expertise from a range of disciplines; we offer joint supervision with other academic schools, and can accommodate a wide range of research topics.

The University library houses a growing collection of books and journals on higher education, many of which can be accessed online. You also have access to the extensive training and other resources provided through the Graduate School.

- Research seminars/events

The Centre holds regular research seminars where academic staff and postgraduate students discuss their research and work in progress. Every term we also invite a number of external speakers to give lectures and seminars. Our students have access to lively national and international research networks and conferences through the Centre’s active involvement in the Society for Research into Higher Education, the British Educational Research Association and other scholarly bodies.

- Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. Recent contributions include: Journal of Workplace Learning; Discourse; Journal of Further and Higher Education; Teaching in Higher Education; International Journal of Lifelong Education.

- Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/gsa.html). The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.

Careers

Our students are higher education professionals at various stages of their careers, ranging from early career teachers to lecturers to experienced senior leaders. Throughout, we aim to enhance students’ understanding and capacity for critical analysis of the contexts and practices of higher education.

The MA in Higher Education further encourages students to reflect upon their own professional experiences through critical engagement with topics of academic interest. After completing the MA, recent graduates have gained promotion within their existing roles, taken up new employment or commenced PhD study.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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The Higher Education Management MBA will develop your understanding of the key concepts in the academic literature and in the field of professional practice relevant to higher education management. Read more
The Higher Education Management MBA will develop your understanding of the key concepts in the academic literature and in the field of professional practice relevant to higher education management. It will increase your capacity for critical reflection on your own professional practice, drawing on a range of theoretical and practice-based perspectives.

Degree information

This programme will give you insights into new areas of management, enabling you to effect a change of career orientation and to become part of a senior higher education management network.

All students undertake modules to the value of 180 credits. The programme consists of four core modules (90 credits) and either two optional modules (30 credits) and a dissertation (60 credits), or four optional modules (60 credits) and a report (30 credits).

Core modules
-Higher Education Institutions as Organisations: Their Strategic Management
-The Management of Teaching and Research in Higher Education
-The Management of Financial Resources in Higher Education (Part 1)
-The Management of Financial Resources in Higher Education (Part 2)

Optional modules
-An Independent Study in Higher Education Management
-Institutional Governance in Higher Education
-Internationalisation in Higher Education
-Managing the Physical University: Space and Place in Higher Education
-Managing People in Higher Education Institutions
-Managing Knowledge Exchange and Engagement in Higher Education
-Managing the Student Experience
-Marketing in Higher Education

Dissertation/report
All students submit either a 20,000-word dissertation on a topic relevant to the programme, or a 10,000-word report on successful completion of a consultancy project in an HEI.

Teaching and learning
Teaching methods include lectures, tutor and student-led seminars and discussions, critical engagement and discussion of relevant literature and syndicate group work. Assessment is by presentations, essays, the successful completion of a consultancy project in an HEI, or a dissertation on a topic relevant to the programme.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as university pro vice-chancellors, while others have jobs as heads of university administration. Graduates can also be found working as directors of policy in national higher education organisations.

Top career destinations for this degree:
-Head of Administration and Support Services, Oxford Brookes University
-Senior Lecturer, Sotheby's Institute of Art
-Vice-President for Strategy and Development, TEB Akademia
-Deputy Director of Student and Academic Services, The University of Northampton

Employability
The MBA will give you a holistic and strategic understanding of how universities are managed, linking together the key aspects and enabling you to fill in any gaps in your knowledge and experience.

Just being on the programme offers a signal that you are set for a senior management and leadership role in higher education.

Why study this degree at UCL?

You can gain a professional Master's while working full-time in higher education. The intensive, one week per term format allows you to manage your programme to suit your job and other commitments. This is a specialist MBA that will give you an advantage in your career. Many participants have gained promotion or been offered new roles whilst still on the programme. You learn from leading professionals and experts in key aspects of higher education management and leadership. The contributors to our MBA are among the best in their field, leaders of universities and the top academics on the topics we cover.

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The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, sociology, law, and administrative studies. Read more
The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, sociology, law, and administrative studies. The Program addresses several core themes:

Core Themes

- The foundations of higher education
- The contexts in which institutions and systems of higher education operate
- International and comparative perspectives of higher education systems and policies
- International and comparative perspectives on access, admissions, and student mobility
- Current issues in higher education
- Transitions and access in education
- Perspectives on retention, attrition, and success in institutions of higher education
- Student success in higher education
- Interrogating higher education environments

Program Overview

The Higher Education graduate program at UBC focuses on the study of institutions of higher education and their members, activities, and policies. The program draws on such disciplines and fields as history, philosophy, sociology, economics, political science, psychology, law, and administrative studies.

The Higher Education graduate program offers a Master of Education (M.Ed.) in Higher Education. The Master of Arts (M.A.) in Educational Studies program also offers a concentration in higher education. Both M.Ed. and M.A. programs are also available as part-time studies.

Quick Facts

- Degree: Master of Education
- Specialization: Higher Education
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

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The Award of Institutional Credit in Learning and Teaching in Higher Education (HE) is an applied, practice-based programme supporting professional development in higher education and offering a first step towards a higher education teaching qualification. Read more
The Award of Institutional Credit in Learning and Teaching in Higher Education (HE) is an applied, practice-based programme supporting professional development in higher education and offering a first step towards a higher education teaching qualification. The programme provides an introduction to teaching, learning and assessment in higher education for those with relatively little teaching but for whom a Postgraduate Certificate in Higher Education is not appropriate; fractional or part-time staff; those with teaching support or assistant roles. The programme's two courses provide solid grounding in the practice of teaching and reflection in higher education. Using a reflective and experiential approach, participants evaluate their own professional practice, relating this reflection to educational theory and scholarship to develop pedagogical understanding and innovative responses to the challenges of teaching in higher education. One of the two courses is studied with PG Certificate in Higher Education participants.

The 'Learning, teaching and assessing in higher education' course includes planning and facilitating learning, assessing, and giving feedback. 'Foundations of professional development in HE' includes development of a portfolio of evidence meeting expectations of the UK Professional Standards Framework, including teaching practice assessments.

The programme is online blended, using a variety of web 2.0 tools to provide socially interactive experience through learning activities including group-work and webinars, with 2 face-to-face Study Days (Saturdays) and teaching observations. Support is provided by the programme team, peers, online tutor, personal tutor and mentors.

Outcomes of successful completion include eligibility for Associate Fellowship of the HEA and 20 credits at level 7, for potential progression into a PG Certificate in HE with Accreditation of Prior Learning (APL).

The aims of the programme are:

Enable participants to design and implement individual teaching and learning episodes

- Develop participants' facilitative, reflective and evaluative skills for teaching and learning
- Provide the opportunity and impetus for participants to advance their own professional development as part of a community of scholars and professionals
- Provide a basis for progression into the PG Certificate in Higher Education or equivalent HE teaching qualification.

Visit the website http://www2.gre.ac.uk/study/courses/pg/eduge/awa-cre

Education - General

Our programmes in education benefit post graduate professionals and researchers from a wide range of backgrounds. Focus on independent research. Or combine taught coursework with a supervised thesis. You can tailor your programme to suit your own interests and ambitions.

What you'll study

- Learning, teaching and assessing in higher education
- Foundations of professional development in HE

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

The programme is assessed through a variety of coursework assignments including formative group and individual assignments using different media and summative individual reflective assignments including essays, teaching practice assessments and an e-portfolio which evidences reflective practice, meeting the expectations of the UK Professional Standards Framework (Associate Fellowship). All coursework is marked on a pass/fail basis, and excellence is recognised in the feedback.

Specialist equipment/facilities

For successful participation in the programme access to a computer with audio capacity, a camera/webcam and very good broadband connection are required. The programme provides induction and support where needed in use of technology for online learning and teaching.

Professional recognition

Accredited by the Higher Education Academy for Associate Fellowship of the HEA.

Career options

The programme helps to equip participants for a career in HE teaching and provides a first step towards an HE teaching qualification.

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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The MA Learning and Teaching in Higher Education is an integrated and supported course that enables you to. -Take a lead in the development of the teaching of your subject. Read more
The MA Learning and Teaching in Higher Education is an integrated and supported course that enables you to:
-Take a lead in the development of the teaching of your subject
-Critically engage with theories of learning and teaching in higher education
-Engage in research in learning and teaching in higher education

In the most recent (2014-15) Destinations of Leavers from Higher Education (DLHE) survey, 100% of graduates from this course were in work or further study within six months.

More about this course

The MA Learning and Teaching in Higher Education is an integrated and supported course that enables you to:
-Take a lead in the development of the teaching of your subject
-Critically engage with theories of learning and teaching in higher education
-Engage in research in learning and teaching in higher education

The HE Academy-accredited option within the course leads to the award of Postgraduate Certificate. This engages with the course’s aims at the level of the subject, developing practitioners who are able to take a role in the development of teaching within their subject, and who are informed by theory, research and engagement with research related to their practice. The full MA option develops practitioners with a broader view of the teaching and learning process through additional modules focusing on the wider context. These practitioners are expected to engage with national debates about the development of learning and teaching, both within their subject and in general, and to enhance knowledge of the processes of learning and teaching through their dissertation/project.

You will be assessed by a variety of methods including essays, portfolios, presentations and project reports, as well as assessment and evaluation by your peers.

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Facilitating Student Learning (core, 20 credits)
-Learning and Teaching Dissertation / Project (core, 60 credits)
-Theoretical Perspectives on Learning and Teaching in Higher Education (core, 20 credits)
-Applying Learning Technologies (option, 20 credits)
-Curriculum Evaluation and Development (option, 20 credits)
-Facilitating Online Learning and Collaboration (option, 20 credits)
-Managing the Assessment and Feedback Process (option, 20 credits)
-Negotiated Study Module (option, 20 credits)
-Researching Higher Education (option, 20 credits)
-Web-based Learning and Teaching (option, 20 credits)

After the course

This course is a professional development programme for those currently engaged in teaching and/or support of learning at higher education level. Successful participants are encouraged to go on to leadership roles, and/or to undertake further research and publication, in the field of learning and teaching in higher education.

PGCert LTHE provides eligibility for Fellowship of the Higher Education Academy (FHEA); eLearning modules are accredited by the Staff & Educational Development Association (SEDA).

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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This course is suitable if you are involved in teaching or supporting learning in higher education. It is designed for both experienced and newly appointed academic staff. Read more
This course is suitable if you are involved in teaching or supporting learning in higher education. It is designed for both experienced and newly appointed academic staff. You gain the skills, understanding and confidence to develop an informed, reflective and self-critical approach to learning, teaching and assessment activities. Prior qualifications and experience determine your entry level.

The course develops your understanding of theory and practice relating to learning, teaching and assessment in higher education. You develop your skills in creating and managing effective learning environments, module and course design, and how best to support students in higher education. It also aims to increase your awareness and understanding of the wider higher education context, current issues and the role of an academic in higher education today. Each module includes an observed assessment of your teaching.

The course sits within the Higher Education Academy (HEA) accredited TALENT framework at Sheffield Hallam. Completing the module learning and teaching in higher education leads to Associate Fellowship of the HEA, equating to ‘descriptor 1’ within the UK Professional Standards Framework.

Completing the full postgraduate certificate leads to Fellowship of the HEA, equating to ‘descriptor 2’ of the UK Professional Standards Framework. These are both nationally recognised within Higher Education. If you are not a member of staff at Sheffield Hallam you need to pay an admin fee to the HEA to claim your fellowship.

After completing this course, you may wish to progress onto the PgDip and MA Education.

For more information, visit the website: https://www.shu.ac.uk/study-here/find-a-course/pgcert-learning-and-teaching-in-higher-education

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site: http://www.shu.ac.uk/teach/

Professional recognition

This course sits within the Higher Education Academy (HEA) accredited TALENT framework at Sheffield Hallam and completing both modules leads to Fellowship of the HEA.

Course structure

Part time – typically 1 year. Starts September and January
-September starters currently attend every Wednesday afternoon from 1-4pm for both modules. There is a two-day course induction on Wednesday 14 and Thursday 15 September 2016.
-January starters currently attend every Friday afternoon from 1-4pm for both modules. There is a two-day course induction on Thursday 12 and Friday 13 January 2017.

Modules
-Learning and teaching in higher education
-Extending the professional role in higher education

Assessment: assessment is based completely upon coursework.

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This MEd Tertiary and Higher Education is designed to support the professional development of individuals working in education and training at either tertiary or higher education level. Read more
This MEd Tertiary and Higher Education is designed to support the professional development of individuals working in education and training at either tertiary or higher education level. The intention is to strengthen and enhance participants' understanding of educational issues whilst raising their professional profiles.

You will be encouraged to discuss and analyse information from a wide range of theoretical perspectives and apply them to your own professional practice. You will have the opportunity to focus your studies on an area of professional educational interest whilst developing research skills and an understanding of ethical principles in higher education.

The course can help you to make changes in your professional practice that can have a positive impact on you and on your learners.

For those working in higher education, on successful completion of the PgCert, you will be eligible to apply to become a Fellow of the
Higher Education Academy (HEA). The course also offers specialist modules for those working in a clinical practice and who teach; for example, nursing or dental students. Students who choose this option can exit with a PgCert Clinical Pedagogy or continue on to the full MEd Tertiary and Higher Education.

It is recommended that you attend the face-to-face induction offered at the beginning of the course.

Special Features

• Loans for tuition fees are available from the Students Award Agency for Scotland (SAAS) for eligible Scotland domiciled and EU students, and loans for living costs for eligible Scottish students.
• The course is available to study part time, online through the university’s virtual learning environment (VLE), enabling you to fit your study around your personal and professional commitment
• Reflective learning is at the heart of this course allowing you to use your learning to enhance your professional practice
• You can choose to study individual modules for continuing professional development (CPD), or work towards the Post Graduate Certificate, Post Graduate Diploma, or full Masters degree

Modules

PgCert (Tertiary and Higher Education)

Core modules are:
Teaching and Learning in Tertiary and Higher Education
Theory & Practice of E-Learning

You will also choose one option module which may include:
Research Methods and Techniques
Qualitative Inquiry
Qualitative Research and Data Analysis

PgCert (Clinical Pedagogy)

Core modules are:
teaching and learning in tertiary and higher education
teaching and learning in the clinical environment
assessment in the clinical environment.

Note: These modules are not available to international students.

PgDip

The core module is:
mixed methods and action research.

You will also choose two option modules which may include:
qualitative inquiry
research methods and techniques
developing potential through placement
preparing for masters level study
research supervision
applying psychology to learning

MEd

To achieve the award of MEd Tertiary and Higher Education you must complete a research dissertation.

Locations

This course is available online with support from Lews Castle College UHI, Stornoway, Isle of Lewis, HS2 0XR

Study Options

You will study through supported online learning using the university's virtual learning Environment (VLE)
Part Time Self Study

Funding

From 2017, eligible Scotland domiciled students studying full time can access loans up to 10,000 from the Student Awards Agency for Scotland (SAAS).This comprises a tuition fee loan up to £5,500 and a non-income assessed living cost loan of £4,500. EU students studying full time can apply for a tuition fee loan up to £5500.

Part-time students undertaking any taught postgraduate course over two years up to Masters level who meet the residency eligibility can apply for a for a tuition fee loan up to £2,750 per year.

See Scholarships tab below for full details

Top reasons to study at UHI

1. Do something different: our reputation is built on our innovative approach to learning and our distinctive research and curriculum which often reflects the unique environment and culture of our region and closely links to vocational skills required by a range of sectors.
2. Choice of campuses – we have campuses across the Highlands and Islands of Scotland. Each campus is different from rich cultural life of the islands; the spectacular coasts and mountains; to the bright lights of our city locations.
3. Small class sizes mean that you have a more personal experience of university and receive all the support you need from our expert staff
4. The affordable option - if you already live in the Highlands and Islands of Scotland you don't have to leave home and incur huge debts to go to university; we're right here on your doorstep

How to apply

If you want to apply for this postgraduate programme click on the ‘visit website’ button below which will take you to the relevant course page on our website, from there select the Apply tab to complete our online application.
If you still have any questions please get in touch with our information line by email using the links below or call on 0845 272 3600.

International Students

If you would like to study in a country of outstanding natural beauty, friendly communities, and cities buzzing with social life and activities, the Highlands and Islands of Scotland should be your first choice. We have campuses across the region each one with its own special characteristics from the rich cultural life of the islands to the bright city lights of Perth and Inverness. Some courses are available in one location only, for others you will have a choice; we also have courses that can be studied online from your own home country. .http://www.uhi.ac.uk/en/studying-at-uhi/international

English Language Requirements

Our programmes are taught and examined in English. To make the most of your studies, you must be able to communicate fluently and accurately in spoken and written English and provide certified proof of your competence before starting your course. Please note that English language tests need to have been taken no more than two years prior to the start date of the course. The standard English Language criteria to study at the University of the Highlands and Islands are detailed on our English language requirements page http://www.uhi.ac.uk/en/studying-at-uhi/international/how-to-apply-to-uhi/english-language-requirements

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Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education. Read more

Overview

Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education.

The programme is consistently commended for its systems, procedures and processes by external examiners, by the Higher Education Academy (HEA). The programme offers flexible provision with personal support, including the possibility of taking more than one year to complete.

MA in Learning and Teaching in Higher Education:
Keele University’s award of MA Learning and Teaching in Higher Education involves the completion of three 60-credit modules, each of which is also a stand-alone programme carrying its own award:

1) Teaching and Learning in Higher Education (TLHEP),
2) Teaching and Learning with Technology (TLwT),
3) Action Research (AR)

Together, these provide a part-time programme that meets the continuing professional development needs of teachers in higher education across disciplines. Drawing on the principles of reflective practice, each module focuses on a different aspect of the business of teaching in higher education:

- the nature of learning and teaching (TLHEP)
- the use of information and communication technology in teaching (TLwT)
- conducting research into ones own and institutional practice (AR)

See the website https://www.keele.ac.uk/pgtcourses/teachingandlearninginhighereducation/

Programme rationale and learning outcomes

The programme assumes that there is value in a range of kinds of learning and teaching. Teaching is viewed as an aspect of academic work that, just like research, demands both practical competencies and a theoretically informed and critical approach. Such an approach should comprise:
- Knowledge about how students learn

- Collegiality and collaboration

- An understanding of contexts

- Competence in a range of pedagogic skills and techniques

- A reflexive and experimental approach

- Exploration of personal and professional values

- Theoretical rationales grounded in awareness of the scholarship of learning and teaching

Candidates are encouraged to develop critical rationales for practice. That is, while teaching techniques are introduced and explored through the course, the main emphasis is on how we make professional judgments.

Thus the intended learning outcomes are:
1. Design and plan student learning activities and/or programmes of study, including the appropriate use of learning technology, to achieve the intended learning outcomes

2. Teach (i.e. support student learning) by using methods evaluated to be appropriate to the subject and the level of the academic programme, based on a critical evaluation of current understandings of how students learn, both generally and in the subject

3. Assess student work, and give feedback on it, to promote learning, consistent with institutional requirements and guidelines

4. Develop an effective and supportive learning environment, including individual guidance, in a way that respects them equally as individual, autonomous learners while recognizing and promoting the value of their diversity

5. Integrate with their teaching their scholarship, research and/or professional activities, and the implications of the ethical, quality assurance and quality enhancement contexts

6. Evaluate reflectively the effectiveness of their own practice, and continue their own professional development while contributing to a learning community of teachers

(60 Credits towards MA in Learning and Teaching in Higher Education)

Content

The course aims and learning outcomes are achieved through scholarly discussion about teaching, identifying issues and problems, drawing on a range of knowledge, skills and tools with which these can be addressed. Regular meetings and input sessions provide a forum for exchanging experiences and receiving support, and access to theoretically grounded ideas that come to underpin individuals’ critical rationales for teaching.

Session themes include lecturing, making discussions work, using technology, session planning, understanding student learning, assessment, marking and giving feedback, preventing plagiarism, evaluating your teaching, catering for diversity, internationalisation, designing modules and programmes, problem-based learning, and teaching in the natural sciences and in laboratories.

There is also a programme of practical teaching observation and support.

Teaching & Assesment

Exit points and awards:
Candidates who complete the whole programme successfully will be awarded a Keele University PG Certificate in TLHE, which gains 60 credits towards the MA LTHE and entitles you to apply for HEA Fellowship.

There is also an Associate exit point, which carries 30 level M credits and entitles you to apply for HEA Associate Fellowship. Candidates who successfully complete the Associate module can on certain conditions proceed subsequently to complete the Postgraduate Certificate.

You are assessed by the submission of a portfolio at the end of the course in July. This portfolio includes a critical commentary, evidence, observation records, action plans, and a mentor’s report.

Postgraduate Certificate candidates need to achieve all 6 intended learning outcomes and to demonstrate these in their portfolio, for which the commentary should be 8-10,000 words long.

For the Associate module you will need to achieve 3 of the 6 intended learning outcomes, demonstrated in your portfolio for which the commentary should be 4-5,000 words long.

Additional Costs

Additional costs for textbooks, inter-library loans, photocopying, printing, and potential overdue library fines.
No other additional costs for this postgraduate programme are anticipated.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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Whether you're a newly qualified or experienced member of staff teaching on higher education programmes, this course allows you to work towards being awarded your all-important Fellowship of the Higher Education Academy (HEA).HEA Fellowship brings a range of benefits to develop and progress your career. Read more
Whether you're a newly qualified or experienced member of staff teaching on higher education programmes, this course allows you to work towards being awarded your all-important Fellowship of the Higher Education Academy (HEA).HEA Fellowship brings a range of benefits to develop and progress your career. It provides a valuable measure of success and is increasingly sought by employers across the higher education sector as a condition of appointment and promotion.The Higher Education Academy works with higher education providers and organisations to improve the professional experience of HE teachers through fellowships, accreditation, awards and professional development provision.

The Higher Education MA provides a flexible development programme in teaching and learning for staff already teaching higher education courses.The course aims to enable you to become a competent and skilled practitioner in all aspects of teaching, learning and assessment in higher education.

You'll be encouraged to embrace professional values and attitudes to teaching, learning and assessment and the course provides a framework which enables you to do this. Through this process you'll be encouraged to reflect upon your own professional experiences and set up your own targets for professional development.This enables you to evidence engagement with the UK Professional Standards Framework (UKPSF) and gain Fellowship of the Higher Education Academy.

You'll be taught by an outstanding team of teachers; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running. You'll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.

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This MA Education - Higher Education programme aims to critically enquire into the meanings and purposes of higher education. Questions central to the course include. Read more
This MA Education - Higher Education programme aims to critically enquire into the meanings and purposes of higher education. Questions central to the course include:
- What is the role and value of the university?

- What does is mean for higher education to be 'authentic' and 'transformative'?

- How are the 'facts' of higher education established?

- What are the values of 'truth' and 'belief'?

- How are roles enacted and personal identities developed within and against these roles?

We draw on the pioneering approach of the Educational Development Team in the Oxford Centre for Staff and Learning Development (OCSLD) at Oxford Brookes University, combining work and community based social learning and teaching with rigorous, evidence based and explanatory research, evaluation and development experience.

See the website http://www.brookes.ac.uk/courses/postgraduate/ma-in-education-higher-education/

Why choose this course?

This course is intended for:
- People working in teaching and administration roles in any higher education context, such as (but not limited to) lecturers, heads of departments, administrators, policy and business planners, quality officers, librarians, learning technologists, college HE leads, and careers advisors

- People entering higher education teaching and administration from business and other professions

- People interested in the wider context of higher education in society and the impact that higher education has on the world.

Teaching and learning

Learning methods include lectures, directed reading, workshops, student and staff led seminars and project work. Teaching, learning and assessment draw on the different backgrounds, experience and knowledge of participants, and encourages critical reflection.

Approach to assessment

Each course module is assessed separately and is based on coursework, eg individual essays, seminar presentations, reports, portfolios, investigative research and group work.

Attendance pattern

Teaching is organised on a module credit basis, each module involving blended learning (face to face and online) equivalent to approximately 24 hours of staff contact as follows:
- Part-time on campus: 8 weekly teaching blocks. Modules are usually taught on Tuesdays, Wednesdays and Thursdays (depending on choice of module), from 5pm to 8pm.

- Full-time on campus: full-time students join part-time students in some evening modules, and complete the rest of the course through daytime sessions (currently on Thursday).

- Open learning: an MA qualification can be achieved by online learning but the full module offer is not available in this format (please check availability for individual modules).

How this course helps you develop

Studying the MA Education: Higher Education will bring depth and insight into your professional thinking. You will meet students who are at various levels in their careers and you will learn from each other's experiences.

Completion of the course shows to professional development and should lead to improved prospects for career progression.

- Postgraduate certificates
Alternatively, you can develop your professional practice in specialist areas through our range of Postgraduate Certificate Awards.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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Enhance your understanding of higher education teaching and assessment to help you convey your enthusiasm for your subject and inspire others. Read more
Enhance your understanding of higher education teaching and assessment to help you convey your enthusiasm for your subject and inspire others.

This course is aimed at helping you to enhance the quality of learning, teaching, assessment and evaluation in higher education. The programme of study is ideal for newly-appointed lecturers and researchers with teaching responsibilities. The aims of the course are to ensure that you are promoting a learning environment, applying and adapting theoretical conceptual frameworks in response to the changing context within the higher education sector and that you are able to encourage autonomous learning within the boundaries of professional practice.

Whilst undertaking the course you will engage in reflective practice by critically reviewing your own conceptions of learning, teaching, assessment and evaluative procedures and processes within HE. You will undertake critical scrutiny and broaden your understanding of the institutional, national and international contextual developments impacting upon higher education.

Key Course Features

-A course for newly-appointed lecturers and researchers with teaching responsibilities.
-You will undertake focused professional development in a multi-disciplinary context enabling you to better promote learning in an HE context.
-You will have an identified mentor in your subject discipline.
-The course will enable you to become a Fellow of the Higher Education Academy.

What Will You Study?

Whilst undertaking the course you will engage in reflective practice by critically reviewing your own conceptions of learning, teaching, assessment and evaluative procedures and processes within HE. You will undertake critical scrutiny and broaden your understanding of the institutional, national and international contextual developments impacting upon higher education.

MODULES
-Academic Practice in Higher Education (20 credits at level 7)
-Supporting Student Learning in Higher Education (20 credits at level 7)
-Assessment and Evaluation in Higher Education (20 credits at level 7)

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment and Teaching

Assessment is 100% coursework. Students on the course will normally be employed within the HE sector.

Career Prospects

Completion of the Supporting Student Learning in Higher Education will enable participants to gain professional recognition as Associate Fellow of the Higher Education Academy (AFHEA) at Descriptor 1 of the UKPSF, which is the sector standard required of staff new to teaching in or support academic provision in higher education.

Completion of the full award (PgCPD) will enable participants to gain professional recognition as Fellow of the Higher Education Academy (FHEA) at Descriptor 2 of the UKPSF, which is the sector standard required of teachers in higher education.

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.

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