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Award of Institutional Credit in Learning and Teaching in Higher Education

    Faculty of Education & Health Logo
  • Study Type

    Part time available

  • Subject Areas


  • Start Date

    See Course

  • Course Duration

    See website for details

  • Course Type


  • Course Fees


  • Last Updated

    22 February 2018

Course content

The Award of Institutional Credit in Learning and Teaching in Higher Education (ALTHE) 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.

Programme structure

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.

Blended learning

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 two face-to-face study days (Saturdays) and teaching observations. Support is provided by the programme team, peers, online tutor, personal tutor and mentors. For further information please contact the programme leader at: 


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 using the credit transfer system.

The aims of the programme are to:

  • 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.

Part time

Year 1

Students are required to study the following compulsory courses.


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.


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


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

Specialised equipment

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.

Visit the Award of Institutional Credit in Learning and Teaching in Higher Education page on the University of Greenwich website for more details!





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Recipient: University of Greenwich

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