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The Graduate Certificate in Professional Learning is a portfolio of modules focussed on school improvement designed to provide professional development for practising teachers. Read more
The Graduate Certificate in Professional Learning is a portfolio of modules focussed on school improvement designed to provide professional development for practising teachers. In order to gain the Graduate Certificate, students are required to study and pass three modules.

The content of the programme has been developed in close partnership with schools and local authorities to reflect Welsh Government education policy developments such as Qualified for Life, the Donaldson Report and Rewriting the Future. All modules are mapped against the National Leadership Standards and provide a solid foundation for progression to senior leadership roles as well as offering Masters level accreditation in line with Welsh Government aspirations for teachers.

Course Overview

The Graduate Certificate is a modular Level 6 programme comprising three 20 credit modules.

This programme expects students to develop professional values and attributes, knowledge and understanding and further skills to support them with undertaking leadership roles in primary, secondary and special schools. It is designed to reflect the National Leadership Standards for Wales and ensure that participating teachers have the opportunity, through the engagement with an accredited programme, to develop their practice against nationally agreed standards.

Key Features

By undertaking any of the university accredited programmes or modules you will be able to engage with current issues and research in educational leadership as well as develop your practice by learning from successful leaders in their own schools. The programmes have been designed in partnership with headteachers and ERW, ensuring that they are fit for purpose and address the opportunities and challenges of school leadership in Wales.

Assessment

Assignments have been designed in order to reflect existing responsibilities and working practices. The tasks are closely aligned to school improvement and effectiveness. You might be required to undertake a school improvement task which has a determinable impact on your role or on outcomes. Some of the modules can be used to accredit current practice or the outcomes of engagement with other forms of professional learning such as learning and teaching development programmes.

Career Opportunities

These modules will equip you with the skills, knowledge and reflective practice to support you on your leadership journey.

The Graduate Certificate provides a solid foundation from which to progress to an MA in Education.

Successful completion of the Graduate Certificate will give you advanced standing equivalent of 30 credits towards the MA.

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The MSc Financial Management (Professional Learning and Development) is designed for accountants who are currently in the education sector, or for recent graduates who are considering gaining employment in education or academia. Read more
The MSc Financial Management (Professional Learning and Development) is designed for accountants who are currently in the education sector, or for recent graduates who are considering gaining employment in education or academia.

Course Overview

This programme provides educators with the opportunity to develop their technical competencies in the field of financial management and to immerse themselves in current issues in the fields of accounting and financial management.

Its aim is to support students as they develop their ability in teaching and understanding of student learning and their ability to make judgments about their professional educational practice. It will allow students the opportunity to develop their technical competencies in the field of financial management and to immerse themselves in current issues in the fields of accounting and financial management. It will also enable students to develop their skills and knowledge of the processes of teaching and learning.

Modules

PART I
Core modules (compulsory)
-Financial Management
-Strategic Management
-Contemporary Issues in Corporate Reporting
-Contemporary Issues in Performance Management
-Corporate Governance
-Leadership and Management in Education

PART II
-Dissertation

Students are required to undertake an in-depth business research exercise. It is a vehicle for the integration of skills and knowledge learned during Part 1. It is a substantial piece of work carried out over a period of time, and students can follow their personal preference of subject specialisation.

All students attend a research methods workshop. Following the submission of a research proposal, they are allocated a supervising tutor with whom they will communicate regularly and who will support them throughout the process.

Key Features

-Develop the key financial management and teaching and learning theory skills and knowledge you need to progress in your career.
-Work with friendly, experienced, practice-led tutors who will guide you through every step of the process.
-Join a learning community that will become a business network for life.
-Gain a leading financial management qualification in a flexible, supportive learning environment.

Assessment

Modules are assessed by coursework. This may take various forms, work-based projects, small research projects, presentations, case study analysis and the dissertation. Students on the full time programme or who are not currently in employment may be able to base their projects on companies from the extensive SBS employer network to provide alternatives to work based assignments.

Career Opportunities

This course provides educators with the opportunity to develop their technical competencies in the field of financial management and to immerse themselves in current issues in the fields of accounting and financial management. It also allows them to develop and enhance their pedagogic skills and knowledge of the processes of teaching and learning.

The programme is designed to develop effectiveness as an educator and to enhance the depth, value and contemporary relevance of professional accounting qualifications. The aim of this programme is for students to develop as reflective practitioners with particular emphasis on reflection on teaching and learning. Students are encouraged to build on, and learn from, experience and to take an evidence-informed approach to their teaching.

The MSc Financial Management (Professional Learning and Development) is designed for qualified or part qualified accountants, who are currently teaching further education, undergraduate, postgraduate or professional accounting students or are considering gaining employment in education or academia. It will provide them with the opportunity to continue their professional development and develop their careers with the intellectual confidence and research skills that come with a Master's degree.

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This programme is designed for practising teachers who are either in or aspiring to leadership roles in education. The programme will cover the major elements of leadership and management in education and is designed to provide you with a critical understanding of the principles underpinning leadership and management. Read more
This programme is designed for practising teachers who are either in or aspiring to leadership roles in education. The programme will cover the major elements of leadership and management in education and is designed to provide you with a critical understanding of the principles underpinning leadership and management.

Why this programme

-If you are a teacher and looking to develop your understanding of teacher leadership and/or progress into the role of Principal Teacher (or Head of Department/Faculty), this programme is designed for you.
-You will benefit from a combination of academic and practice-focused learning to develop your capability to lead teaching and learning within your school (or Department/Faculty); particularly to achieve the ambitions of Curriculum for Excellence.
-There is a focus on collaborative, enquiry-orientated learning, drawing on your own experiences and those of your academic colleagues to bring about improvement.
-Your learning will be supported by an academic staff that plays a leading role in the area of career-long professional and leadership development in Scotland.

Programme structure

The MEd has three phases of study:

Years 1 and 2
An entry Postgraduate Certificate linked to participant’s professional experience, particularly experience in a promoted post:
-Teacher leadership
-Middle leadership and management

Year 3
Two optional courses selected from one of the following areas of study:
-Middle leadership and management
-Leading professional learning
-Supporting pupil learning
-Futures and international perspectives
-Wider perspectives within educational studies

Year 4 and 5
Planning and designing a practitioner enquiry followed by practice-focused dissertation

Career prospects

It is likely you will already be employed within education. The professional development you gain on this programme should help enhance your career. The programme also provides an excellent platform for you to move onto doctoral studies and an academic career.

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The MA in Learning and Technology responds to the demand for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments. Read more
The MA in Learning and Technology responds to the demand for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments.

Being founded on principles of networked learning; open pedagogy and digital mindset means that students create and build on their digital presence in order to collaborate and contribute meaningfully to digital learning networks and communities in the field throughout their program. The virtual symposium at the beginning and end of the program is one of the many opportunities for students to engage in, cultivate and contribute back to these digital learning networks and communities as they learn more about facilitating in contemporary learning environments.

The program has three exit pathways; a thesis; secondary research paper or digital learning-consulting project. Graduates of the program work in the creation and evaluation of contemporary digital learning environments. They use their theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. The cross-sectoral skill set cultivated in the program enables graduates to lead and support their organizations to continually improve the learning experiences they offer.

A Graduate Diploma in Learning and Technology is also offered which ladders into the MA in Learning and Technology degree. If you are considering a master’s degree but are not sure where to start, the Graduate Diploma in Learning and Technology may be a fit for you.

Who It’s For

This program is designed for individuals involved in the creation of contemporary learning environments that incorporate the best of what is known about learning and technologies. People who could benefit from the program include decision-makers responsible for learning, training or education; training managers and co-ordinators; training and development positions; facilitators, trainers, or instructors. The program attracts learners from multiple sectors including post-secondary institutions, government departments, K-12 education systems, the corporate sector, healthcare, not-for-profit agencies and small businesses.

Professional Certification

The MA in Learning and Technology program is recognized by the Institute of Performance and Learning. Graduates of the program receive credit towards the work experience requirements of the Certified Training and Development Professional (CTDP) certification. Students in the MA in Learning and Technology program are also eligible for an International Baccalaureate Organization (IBO) certificate.

Outcomes

The School of Education and Technology works with a program learning outcomes framework that informs the course learning outcomes. Program learning outcomes identify what the learner will know and be able to do by the end of the program. They are the essential and enduring knowledge, capabilities (attributes) and attitudes (values, dispositions) that constitute the integrated learning by a graduate of the MA in Learning and Technology program.

Graduates will be able to apply the principles of networked learning; open pedagogy and digital mindset as they work in the creation and evaluation of digital learning environments. They will apply theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. Graduates of the MA in Learning and Technology will have the knowledge, skills and ability to:
-Communicate and synthesize information and arguments at the graduate level.
-Critically evaluate how learning occurs in a variety of contexts.
-Design and create research-informed digital learning environments.
-Demonstrate effective collaboration skills.
-Develop and analyze support strategies to meet the needs of stakeholders in digital learning environments.
-Select appropriate assessment and evaluation strategies for digital learning environments.
-Contribute meaningfully to digital learning network(s) and communities.
-Explain the interrelationship between innovation, change and digital learning environments and their impact on organizations and society.
-Apply reflective processes to improve professional practice.
-Critically evaluate and/or produce research.

Delivery Model

Proximity to the RRU campus doesn’t have to be an issue. You can choose to do your program completely online or you can include a 2-week on-campus residency in your program. The majority of this program is experienced through online learning as both the fully online and blended programs come together in the third online course and continue online for the duration of the program. Using a combination of Web 2.0/3.0 technologies for learning, you will engage, collaborate, share, create and contribute to the learning experience from anywhere in the world. The courses are designed for flexibility of access while at the same time achieving a balance between individual work and teamwork. Regular contribution in the form of blog posts, discussions or other course activities is required.

Completion Options
The first six foundational courses are common to all students in the program. Then there are the following options for program completion.

Thesis Track
Students apply to the thesis track in their first year of the program. If the application is not successful they have the option of completing the program following the Research Paper or Digital Learning Consulting Project tracks. Students who are admitted to the 12-credit thesis track will identify a research area of focus and work 1:1 with a thesis supervisor on primary research. View recent student research titles.

Research Paper Track
Students taking this track will be engaged in additional course experiences including inquiry-based courses that require them to co-create their learning experience with the course instructor. They will then take an advanced research course in preparation for their 6-credit secondary research paper. Students who choose this track will engage in a deep investigation on a specific research question using secondary data. Previous secondary research papers have included meta-synthesis; critical literature reviews; policy analysis, etc.

Digital Learning Consulting Project
Students taking this track will be engaged in additional course experiences including inquiry-based courses that require them to co-create their learning experience with the course instructor. They will then take an advanced research course in preparation for their 6-credit digital learning consulting project. Students who choose this track will gain hands-on practical experience that will help them apply their theoretical knowledge in a real-world setting on tightly scoped project and provide the research informed justification and rationale for the design decisions made. Projects are sourced from a variety of program-industry stakeholder groups. Student proposed projects may also be considered.

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We offer three pathways in the Advanced Professional Practice Programme. - Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice. Read more

Overview

We offer three pathways in the Advanced Professional Practice Programme:
- Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice.

- Advanced Professional Practice (Pharmacy) incorporating the Royal Pharmaceutical Society’s Advanced Pharmacy Framework

- Advanced Professional Practice (Open Learn) allows health professionals to choose from our range of modules to create their own pathway

Clinical Pharmacy for General Practice:
NHS England has recently announced their intention to invest £15 million pounds to pilot patient facing roles for clinical pharmacists in GP practices. This is a clear sign of that pharmacists are recognised as health professionals who are able to support patients in the management of long term conditions e.g. by optimising medicines. These roles offer exciting opportunities for pharmacists to develop in this area of practice. . If you wish to work in general practice, it is likely that you will need to be working towards or hold a postgraduate pharmacy qualification that includes Independent Prescribing.
Our new postgraduate pathway 'Clinical Pharmacy for General Practice' allows you to combine your choice of modules from across our Community Pharmacy, Advanced Professional Practice and Prescribing Studies programmes (including the Independent Prescribing course) to meet your own personal learning needs whilst working towards a Postgraduate Certificate, Diploma or Masters award.

Advanced Professional Practice (Pharmacy):
The Pharmacy pathway is compatible with the emerging agenda for Advanced and Specialist Practice within the Pharmacy profession and supports the Royal Pharmaceutical Society’s Faculty Professional Recognition Scheme. Pharmacists who follow this pathway will incorporate the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) within their Advanced Professional Practice award and be able to demonstrate competency in all six competency clusters of the framework, ie:
- Expert Professional Practice
- Collaborative Working Relationships
- Leadership
- Management
- Education, Training and Development
- Research and Evaluation

Advanced Professional Practice (Open Learn):
Increasing numbers of pharmacists and other health professionals have a career portfolio that crosses the traditional boundaries of community practice, primary care and secondary care and need a programme of continuing professional development that can meet their specific personal professional development needs.
The Open learn pathway of the APP programme is designed to allow pharmacists and other health professionals, particularly medical and non-medical prescribers working in primary care, choice and flexibility in their progression to Certificate, Diploma and Masters awards to meet their specific professional development needs and advance their professional practice. Pharmacists can choose modules from across the Department of Medicines Management/School of Pharmacy postgraduate programmes’ portfolio, including Community Pharmacy and Clinical (Hospital) Pharmacy.
Pharmacists, medical and nonmedical prescribers can choose modules from the Prescribing Studies programme, including the Independent Prescribing Preparatory Course for Pharmacists, and also modules provided by other Schools within the Faculty of Health, and other Faculties within the University, subject to meeting the specific entry criteria required for individual modules.

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

Course Aims

Keele's Pg Advanced Professional Practice Programme aims to:
- Equip you with the clinical and professional knowledge base and skills that you have identified as necessary to fulfil and advance your professional practice

- Provide you with a learning programme that meets your personal professional development needs and that will help you apply your knowledge and skills in daily practice

- Encourage you to develop the self-discipline of private study, self-directed learning and reflective practice that will be continued beyond Keele's Programme in your Continuing Professional Development (CPD).

In addition, you will develop valuable practical skills including written and oral communication, and the ability to design a project, collect, analyse and interpret data.

Course Content

MSc in Advanced Professional Practice (Clinical Pharmacy for General Practice):
For the ‘Clinical Pharmacy for General Practice’ pathway you may combine modules from our Prescribing Studies programme, Community Pharmacy programme and Advanced Professional Practice programme to meet your learning needs. A total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

MSc in Advanced Professional Practice (Pharmacy):
This pathway links to all the clusters of the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) You will study modules to allow you to develop in all six clusters of the APF: Expert Professional Practice; Collaborative Working Relationships; Leadership; Management; Education, Training and Development; and Research and Evaluation.

The modules you will study are as follows (more detail about individual modules can be found in the Postgraduate Modules pages):

Year 1 (Certificate Year)
- Advanced Practice Development (30) 30 credits (Continuous module during Years 1 and 2)
- Competency Frameworks for the Advanced Practitioner 15 credits
- Building Working Relationships for the Advanced Practitioner (30) 30 credits

Year 2 (Diploma Year)
- Researching and Evaluating Your Practice 15 credits
- Education Theory and Practice for Health Professionals 15 credits
- Business and Financial Management 15 credits

Year 3 (Master’s year)
- Advanced Practice Development 15 credits
- Independent Learning Project 45 credits

MSc in Advanced Professional Practice (Open Learn)
For the ‘Open Learn’ pathway, a total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The 15 credit Advanced Practice Development module is compulsory, after that you may chose modules from across our programmes to meet your individual learning needs. A maximum of 30 credits per level of award is permitted from any one programme source for Certificate and Diploma awards. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Our Postgraduate Modules pages will provide you with more information about the modules you can choose from.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

Teaching & Assessment

The Advanced Professional Practice Programme is designed principally for distance-learning. We provide mainly online distance-learning materials so that you can study where and when it is most convenient for you. Our methods of delivery allow us to revise and update the course quickly to meet your changing needs as a pharmacist.

Students on the 'Pharmacy' Pathway will be required to attend Keele for occasional face to face study days. Students on the 'Open Learn' pathway maybe required to attend Keele, depending on their module choices.

The Advanced Professional Practice Programme is fully supported by a team of experienced, friendly, and approachable academic, administrative and technical staff based at Keele. You’re not on your own! And, don’t forget the network of other pharmacists on the course whom you can contact.

You will require the equivalent of 1-2 days (approximately 10-15 hours) each week to complete your course. Remember that the online nature of our course materials, and the fact that a good proportion of the assessed work focuses on your daily practice, means that you can integrate study and work.

Assessment is entirely by coursework for the Certificate, Diploma and MSc courses. A variety of assessment methods are used such as Practice-Based Assignments that will assess your knowledge, problem-solving skills, and data interpretation skills in relation to application of knowledge to practice, patient care and medicines management. Case Presentations assess your ability to critically appraise the literature and relate published theory to everyday practice. An Audit Project, Practice-Based Assignments, Project Protocol Development and the Independent Study Project Report assess ‘thinking’ and practical skills, and your ability to plan, conduct and report on an investigation. They also assess your ability to critically appraise the literature and relate published theory to everyday practice. Your Reflective Portfolio also assesses your ability to relate theory to practice, and self evaluation of, and reflection on, your own performance and CPD needs.

The nature of the assessments develops your written and oral communication skills. Practical skills and key life/transferable skills are assessed within the methods described above. Each method of assessment is supported by clear criteria for marking; these are explained in the relevant Course Handbooks. The minimum pass mark is 50%.

The summative assessment is supported by a variety of formative assessment activities that include online discussions, formative feedback on elements of the reflective portfolio, contributions to study days and feedback on draft proposals.

Additional Costs

For all programmes you will need regular access to a computer, email and the internet. However apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for our postgraduate programmes, with the exception of those listed below.

Some modules may require that you attend a Webinar. You may find it beneficial to purchase a headset to participate in webinars, however this is not essential if your computer has a built in microphone and speakers.

Some modules may require that you travel to Keele for a study day. There will be additional travel and accommodation costs (if required) to attend any face to face study days.

Study Days

Students on the Pharmacy Pathway will be required to attend Keele for some face to face study days. For further information please contact Bev Oakden.

Students who incorporate the Independent Prescribing Preparatory Course into the ‘Clinical Pharmacy for General Practice’ award will be required to attend Keele for some study days. For further information please refer to the ‘Independent Prescribing’ section of our website.

Whilst the majority of our modules are delivered at a distance, a small number may require attendance at Keele. Please contact Bev Oakden or Amanda Salt to discuss your choice of modules and any attendance requirements.

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

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This course is for experienced professionals working in various professional contexts. It enables the development of high level skills in the application of research, communication, leadership and consultancy in practice. Read more
This course is for experienced professionals working in various professional contexts. It enables the development of high level skills in the application of research, communication, leadership and consultancy in practice.

The professional doctorate is designed to produce professionals who are competent and confident in using their skills to tackle emergent problems in their professional practice, and to develop practice to meet the demands of the 21st century. You will be creating, conceiving, developing and undertaking doctoral projects that require a strong emphasis on individually determined learning and self enquiry, shared learning, individual learning, individual exploration and mutual challenge and support where you and your supervisors relate as professional equals. Emphasis is placed on facilitated learning to enable you to develop detailed, analytical leading edge and lateral ways of thinking that enhance your critical insights into professional and work-based issues. Autonomy of learning is promoted through registration of a Doctoral learning plan devised by you with reference to your own learning requirements.

Teaching, learning and assessment

Your learning is achieved through the use of individualised learning plans that allow you to identify and address a work-based project of significance to your professional practice. This project is normally undertaken prior to the doctoral research and thesis modules and you must have access to an appropriate professional work context. Your learning is facilitated through a mix of seminar presentations and workshops. At this level, the term “teaching” is inappropriate as students are independent learners who direct the focus of their studies. Web-based tools (Blackboard and E-Portfolio) are used to facilitate discussion groups online and as a specific learning framework. Summative and formative assessment and discussions maximise opportunities for problem solving, analysis and synthesis of material, project planning and implementation, construction of written reports, reflection and reflective analysis and assimilation and presentation of evidence. Assessment strategies are designed to ensure rigour of academic thinking and to promote the achievement of your personal and professional goals, augmenting individuals’ experiences and expertise. Normally a cohort of six students commences annually. This cohort approach supports doctoral level development, pertinent both to your individual practice and to the wider professional arena.

Facilitation of learning

Your learning is facilitated through a mix of seminar presentations and workshops alongside your colleagues undertaking PhDs. Web-based tools (The Hub and E-Portfolio) are used to facilitate discussion groups online and as a specific learning framework. Summative and formative assessment and discussions maximise opportunities for problem solving, analysis and synthesis of material, project planning and implementation, construction of written reports, reflection and reflective analysis and assimilation and presentation of evidence. Assessment strategies are designed to ensure rigour of academic thinking and to promote the achievement of your personal and professional goals, augmenting individuals’ experiences and expertise. Normally a cohort of at least six students commences annually. This cohort approach supports doctoral level development, pertinent both to your individual practice and to the wider professional arena.

Links with industry/professional bodies

This is a high-level academic award, extremely relevant to a broad range of arenas across health, business, hospitality, creative industries and social sciences. Doctoral graduates are in a position to investigate and transform professional practice developments. In addition, any work-related project is carried out in conjunction with the student’s workbase, ensuring partnership working with all involved, and communication with peers, professional colleagues and policy makers.

Modules

Two work-based learning modules (90 credits each): Theory and Context of Professional Practice/ Development and Evaluation of Professional Practice. 60 credits: Doctorate Research You will also complete a thesis (180
credits). Students enter with ‘advanced standing’, possessing 120 credits from a postgraduate diploma/master’s award.

Careers

Graduates will already be well established as a professional in their specialist field, but will now have high levels of knowledge and investigative and research skills, which advance practice in professional spheres. The qualification offers you recognition of your expertise and professional standing acknowledged worldwide.

Quick Facts

As you choose the focus of your learning within your own professional arena, this course is highly relevant and flexible to your particular context.
■■ The aim of the course is to help you to develop expertise professionally, personally, and in research skills, enabling you to take forward your profession.
■■ This course will give you an internationally recognised high level of qualification.

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Take advantage of one of our 100 Master’s Scholarships to study Enhanced Professional Midwifery Practice at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Enhanced Professional Midwifery Practice at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

The Enhanced Professional Midwifery Practice course aims to enable registered midwives to build on and enhance their midwifery knowledge, clinical reasoning and decision making skills. The resulting abilities of independent thinking and autonomous practice are highly desirable for midwives seeking career development opportunities.

Key Features of Enhanced Professional Midwifery Practice

Teaching and Employability:

- work-based education enables midwives to engage in theoretical analysis of practice in the workplace
- teaching team has a wealth of experience in work-based learning
- builds on the success of the existing Enhanced Professional Practice programme which has offered an excellent learning experience to all students
- close professional and clinical links with clinical colleagues and senior midwifery colleagues
- contributes to a culture of scholarship and enhanced practice in clinical areas

Enhanced Professional Midwifery Practise is a work-based modular postgraduate degree specifically geared towards the needs of practising and registered midwives. It is practice focused but also supports the student to develop skills in reflection and critical thinking.

Work-based learning is a student-centred approach where the student directs their own learning objectives so they reflect on what is important to their roles in their practice, and use these practice issues to drive forward their learning within the modules.

Midwives completing the Enhanced Professional Midwifery Practice programme will have developed as autonomous learners who can think more critically and apply theory, experience and academic literature to the development and enhancement of their practice.

They will have gained not only academic and enhanced clinical skill, but also a number of transferable skills. This can only be of benefit to the midwife in terms of employability, the maternity service of the Health Board in which they work, and ultimately the standards of care for mothers and babies.

Modules

Modules on the Enhanced Professional Midwifery Practice programme typically include:

Starting Your Professional Development
Developing Expertise in the Supervision of Midwives
Leadership and Professional issues in Midwifery
Developing Expertise in the Supervision of Midwives (CPD)
Professional Practice in Sexual & Reproductive Health
Policy Influences on Your Practice
Assessing Your Current Practice
How the Evidence Base Can Help You Change Your Practice
How Can I Make a Change in Practice?
Advancing Your Own Practice
Teaching and Learning in Practice
Professional Midwifery Practice Portfolio

Enhanced Professional Midwifery Practice Course Structure

The Enhanced Professional Midwifery Practice course is a flexible part-time degree and students can study a maximum of 60 credits per year and complete in not less than 36 months and no more than 5 years including submission of the dissertation. Most students will be in full time employment and this programme allows them to undertake postgraduate studies whilst they are working.

The first module students will study is SHGM90 Starting your Professional Practice. In addition to this module and SHGM91 Personal Practice Development Portfolio, students will undertake SHMM01 Leadership and Professional Issues in Midwifery or SHMM00/SHMM02 Developing Expertise in the Supervision of Midwives, as an additional core module.

Enhanced Professional Midwifery Practice students may also access up to 30 credits from the College of Human and Health Sciences’ postgraduate catalogue of modules. To be awarded the MSc Enhanced Professional Midwifery Practice, the student must achieve 180 credits at level 7 which must include the three core modules.

Delivery of the Enhanced Professional Midwifery Practice programme is a tripartite arrangement between the student, personal tutor and practice facilitator. Learning for each work-based module is based on the development of a learning contract and consequently the following process will be adopted for each module.

Enhanced Professional Midwifery Practice students who do not wish to complete the full MSc have alternative exit qualifications:

- Students will be awarded the Postgraduate Certificate Enhanced Professional Midwifery Practice on successful completion of 60 credits at level 7.
- Students will be awarded the Postgraduate Diploma in Enhanced Professional Midwifery Practice on successful completion of 120 credits at level 7.

Staff Expertise

The Midwifery team has a strong background in academic support at all levels. For this programme the academic supervision and support is given by Midwifery lecturers experienced in work based learning. The support is offered through a combination of individual tutorials and Action Learning Sets in groups. Close links between the Midwifery team and Clinical colleagues in the practice setting ensures supportive and nurturing culture of learning.

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

In addition, students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.

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The School of Education provides an online portfolio of Career-long Professional Learning (CPL) programmes for the education workforce, to meet both current and emerging needs associated with the profession and to reflect the increasing importance attached nationally to professional learning, update and practice. Read more
The School of Education provides an online portfolio of Career-long Professional Learning (CPL) programmes for the education workforce, to meet both current and emerging needs associated with the profession and to reflect the increasing importance attached nationally to professional learning, update and practice.

This new programme has been designed to help registered primary school teachers extend their knowledge, understanding and teaching skills to deliver high-quality physical education in a primary school setting.

About the programme

The programme, which is delivered on a part-time, blended learning basis with sessions at Ayr Campus, aims to:

• Support you to think critically about your knowledge, understanding and teaching skills to enhance the delivery of quality physical education
• Help you support the ongoing development of physical education within your primary school, local cluster or education authority
• Enhance participants’ abilities to critically reflect in an informed way on their own practice in primary physical education

Your learning

You will study three modules run over the three trimesters within one academic year:

• Pedagogy of Primary Physical Education – gives you the opportunity to critically reflect on your current practice. It explores sport education, teaching games for understanding and current national and international trends within primary physical education.
• Developing Quality Physical Education – will develop your knowledge and understanding of developing quality physical education and enhance your teaching skills in delivering primary physical education.
• Aspects of Learning in Primary Physical Education – this module will consider the significant aspects of learning within physical education, supporting your understanding of these and how they can be used to provide a broad range of relevant and realistic learning experiences.

Upon successful completion of all three modules you will be awarded the Postgraduate Certificate.

Our Careers Adviser says

Graduates will be in a position to deliver high-quality physical education in primary schools, local cluster or education authority settings.

Professional recognition

This programme has received GTC Scotland’s Professional Recognition award which aims to support teachers to engage in high-quality professional learning and recognises accomplished teaching practice. GTC Scotland accredits a professional learning programme after assessing that it meets the standards expected of the award of Professional Recognition.

First-class facilities

You’ll have access to a wide range of technology to facilitate your learning. Our libraries are stocked with a vast range of specialist resources to help you in your studies, and you’ll also have access to our extensive electronic library collection (including e-books and academic journals) and the virtual learning environment, Moodle.

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A central feature of the work of professionals in education and training today is the evaluation and development of practice, and the ability to bring about change within their institutions. Read more

About the course

A central feature of the work of professionals in education and training today is the evaluation and development of practice, and the ability to bring about change within their institutions. The EdD is a research-based programme focused on the improvement of professional practice. You will work at doctorate level on issues or problems that are of direct relevance to your professional interests and institutional concerns, bringing significant benefit to the organisation in which you work.

You will undertake a programme of studies in the areas of professional development and impact on practice; research approaches and methods appropriate to practice-based research; and leadership issues in promoting the learning of others. In consultation with tutors you will develop a programme of work which leads to the presentation of a thesis.

The programme is intended for professionals with an education or training function from public sector or commercial/business organisations. These include: people working in education settings such as schools, further education, higher education, and local education authorities; trainers and consultants; staff working in inter-agency settings; youth and social workers.

Study themes for Phase 1 (Years 1 and 2) are: issues in professional learning and development; approaches to research.

Study Themes for Phases 2 and 3 (Years 3 to 5) are: professional learning and development of practice-based research, with supervisory support leading to the production of a substantial thesis.

A programme of sessions relating to the themes provides opportunities for you to present and evaluate your own work.

How to apply

Before making your formal application, we recommend that you discuss your proposed research with Dr Jon Berry , to establish that it is appropriate for this award.

Download our information pack on studying for a Doctorate in Education. - https://www.herts.ac.uk/__data/assets/pdf_file/0005/83921/Information-pack-2015.pdf

Applications should be returned to Dr Janice Turner, Research Administrator, SSAHRI

Why choose this course?

The Doctorate in Education (EdD) offers the opportunity for those with an enthusiasm for learning to gain the highest level of professional qualification available in the field.

Teaching methods

A series of bi-monthly study days are organised in two-day blocks and single days (including weekend days), supervision meetings, e-learning support and University Research Degrees' Generic Training for Researchers sessions. This research course has a strong cohort experience and attendance to the bi-monthly study days is compulsory. During the study days, which are led by the EdD team, students develop research skills and discuss their ongoing projects. Students are supervised by a principal and up to two second supervisors. The EdD core team includes professionals with a wide range of expertise at the forefront of education and social inquiry:

Jon Berry, PhD. Programme Tutor, Professional Doctorate in education (EdD). Areas of expertise: teachers’ professional autonomy, education policy, the politics of education. Representative publication: Teachers' professional autonomy in England: are neo-liberal approaches incontestable? Forum Vol. 54: 3 2012

Bushra Connors. Current research interests: critical realism, interdisciplinarity, structure and agency interactions, globalisation and Higher Education, pedagogy in a changing world, behaviour management in schools, science teaching pedagogy. Representative publication: Global mechanisms and Higher Education (presented at the Conference of the International Association for Critical Realism, Bologna, 2010).

Joy Jarvis, PhD, Associate Dean, Learning Teaching and Employability. Areas of expertise: professional learning and development including pedagogy in schools and HE, professional identity, professional development and leadership in learning and teaching. Research interests focus on narrative and arts-based forms of enquiry. Representative publication: Other ways of seeing; other ways of being: imagination as a tool for developing multiprofessional practice for children with communication needs (with Trodd, in Child Language Teaching and Therapy, Vol. 24, 2008).

Roger Levy, PhD, Associate Head of School, Research and Enterprise. Areas of expertise: professional learning and development, including mentoring, enquiry into work-based practice and the capacity of organisations to manage change; conceptions of teaching and learning; teacher development, professionalism; curriculum, programme evaluation; qualitative methodology. An active member and past Chair of the International Professional Development Association.

Philip Woods, PhD FRSA, Professor of Educational Policy, Democracy and Leadership. Areas of expertise: policy, leadership, democracy and education, enterprise and entrepreneurialism, alternative education, sociology, research and evaluation. Representative publication: Transforming education policy: Shaping a democratic future(Policy Press, 2011). Active links with US include University Council for Educational Administration and the New DEEL (Democratic Ethical Educational Leadership) network.

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