Quality Handbook



AQH-B2-3b Postgraduate Programme Specification Template February 2014




Postgraduate Programme Specification Template




PG Certificate Leadership & Change



























Occasion of Change

Change Author

Last Modified



Claire Hoy

Jan 17


Revised post Periodic Review event in line with panel requirements

Claire Hoy

May 17











Name of programme: Leadership and Change

Award title: PG Certificate

Is this part of a group of linked programmes between which students can transfer at agreed points? (eg a group of programmes with a common set of taught modules) No

Is the programme a top-up only? No

Level of award: 7

Awarding body: University of Sunderland

Which department is it in?  Sunderland Business School

Programme Studies Board: PG Business

Programme Leader:  Claire Hoy

How and where can I study the programme?


At Sunderland:


Full-time on campus


Part-time on campus

As work-based learning full-time


As work-based learning part-time

As a full-time sandwich course


As a part-time sandwich course


By distance learning



How long does the programme take?



Min number of years / months

Max number of years / months





1 yr 6 months

4yr 6 months

Distance learning



Work-based learning

1 yr 6 months

4yr 6 months




Learning and teaching strategy.

Our aim is to ensure the approach to teaching and learning on the Leadership and Change Programme is ‘engaging’ for students. This means that the learning journey is taken beyond consultation or participation and is instead, a rich and active partnership where students work alongside staff, other students and their organisations as partners. Our philosophy is to ensure Sunderland Business School provides an environment within which students, staff and organisations engage in ongoing narrative that aims to bring about demonstrable enhancement of the educational experience student learning journey, student knowledge and skills. This requires that we continuously improve our learning environment based on personal engagement with students, collaboration between students, academic staff and organisations. It is where students are seen as an active part of the system because they are ‘experts in their student experience. It is an explicit intention to ensure students are encouraged, inspired and motivated by their learning and they see the relevance of what they have learned so they are able to better apply that in the module assessment process, across the programme holistically, and importantly within their organisations.

The philosophy adopts what is classed as a 'Learning Centred Paradigm' i.e. it situates learners at the centre of their learning journey. It empowers and motivates students, creates engagement, enhances satisfaction and supports student achievement and ultimately effective performance in the workplace. Importantly it considers students as partners in the learning journey. Partnership is framed as ‘a process of student engagement, understood as staff, students’ and employers learning and working together to foster engaged student learning and engaging learning and teaching enhancement. It demands all participants are actively engaged in and stand to gain from the process of learning and working together’ (HEA, 2014 p.10). The approach is positively linked with learning gain and achievement, is sophisticated in its approach and offers a more authentic relationship between students, academic staff and employers, with the explicit intention of delivering a genuinely transformative learning experience for all (HEA, 2014: Cook-Sather, Bovill and Felten, 2014).


Our philosophy will do the following:

  1. Transition and induct students so they are ready for their learning journey
  2. Enable students to develop their personal and professional capital – this kind of capital derives from a sense of belonging and from active relationships with others.
  3. Support the development of academic skills and understanding of the learning process ‘how to learn’
  4. Allow students to make sense of their learning through assimilating and integrating the information they have received (across the module and programme and how this manifests itself in the workplace)
  5. Stimulate critical thinking amongst students to enhance their professional capability in the workplace
  6. Give the students opportunities to express themselves and develop their academic and professional voice
  7. Create an environment where the student, academic and organisation create a more cohesive relationship (trust)
  8. Enable opportunities for developmental feedback and feed-forward to enhance learning, personal and professional development
  9. Encourage the cognitive and affective development of the students
  10. Create greater clarity, integration and alignment between the knowledge transfer (lecture), the workshop/seminar activities, the independent learning students need to engage with and the assignment (constructive alignment)  this usually leads to much greater engagement with independent learning as the student sees it as an important element of their learning
  11. To develop the students professional identity as a manager (personal distinctiveness) and attune that to impact positively in their organisations


Retention strategy

The Learning Teaching and Assessment Strategy recognises the University’s strong and continuing commitment to access and equality of opportunity and in light of the University’s success in widening participation, the Business and Management team are concerned to ensure that all learners are retained through receiving appropriate support and guidance throughout the duration of their study and beyond. Student support however, is also a principal motivation in the design of the induction programme and as such, the programme begins with a one day induction to prepare and transition students ready for their learning journey. The induction focuses on academic practice, developing critical thinking skills, research and critical reflection. 


Coaching System

As part-time work based learners there will be a focus on ‘coaching and mentoring’ rather than ‘traditional personal tutoring’.  Coaching and mentoring better reflects practice within an organizational context and supports study skills development and transference of learning into the workplace.  These needs will be met with a combination of a Peer Learning and Support Group (PLSG), the academic as coach and a pedagogic supervisor. There will be two ‘coaching sessions per year’ in which the learner and academic coach engage in coaching session. The purpose of these meetings is to:

  • Support critical reflection on learning and feedback to aid personal and professional development
  • Identify opportunities for transferring learning to the workplace


Studies Advice

The academic supervisor associated with the PLSGs will be the first point of contact for studies advice on particular tasks that learners have been asked to complete.  Supervisors and students meet 3 x 1 hours per year with the specific intent to support progress with the final programme assessment.  The academic coach and academic supervisor  will work closely with the programme leader to ensure that they are familiar with the tasks and understand what is required of the learners at any point in the programme. Learners will have access to the University study skills material available via the eLearning portal (VLE).


Personal Development Planning

The personal development planning (PDP) process provides an opportunity for learners to practice self-management skills that are beneficial to them both as students and as employees. It assists learners to:

            Take responsibility for their own learning

            Be aware of how learning relates to a wider context

            Improve general skills for study and career management

            Provide evidence of achievements


Learner Support on the eLearning Portal (VLE)

Learners will be given detailed, hands-on training on the use of the VLE as part of their induction.  They will be encouraged to post questions or initiate discussions through a number of module spaces and through the Programme space, especially as part of the PLSG process.  Learners will be directed at induction to web-links to University student support facilities. In addition, learners will have access via VLE to the Study Skills suite of online tutorials




The Postgraduate Certification has been developed in partnership with corporate partner organisations to support development and enhancement of effective leadership skills to sustain and elevate the performance of managers and leaders in organisations to support organisational success. The programme offers a blend of work-based learning with leadership education.


What will I know or be able to do at the end of the programme?

By the end of this part of the programme successful students should know, understand or be able to do the following:


Learning Outcomes Postgraduate Certificate – Skills

S1.   How to recognise and apply the theories related to effective management and leadership, and change management

S2.   How to understand and apply the theories of adult and work-based learning and the transference of skills and knowledge into the workplace

S3.   How to recognise, reflect and act upon a range of feedback and use this effectively to engage in a structured programme of self and organisational development


Learning Outcomes Postgraduate Certificate – Knowledge

K1.  A critical understanding of the personal development process and applied an individually negotiated approach to self-development

K2.  A critical diagnosis and evaluation of their own and others, development needs

K3.  A critical review of contemporary commentaries on transformational learning and leadership

K4.  The appraisal of the rationale of coaching theory and practice and how it may contribute to personal and organisational learning and change

K5.  A critical understanding of the personal characteristics required to be an effective change leader within organizations


What will the programme consist of?

Taught postgraduate programmes generally consist of a number of taught modules leading to the award of a Postgraduate Certificate (60 credits) or Postgraduate Diploma (120 credits). A Masters qualification (180 credits) usually culminates in a major piece of independent work such as a project or dissertation. All modules are at postgraduate level (level 7 in the UK’s national scheme). The summary below describes briefly what is contained in the programme. The programme structure, including a detailed list of modules, can be found in the programme regulations.


The key focus of this programme is the study of management within the work context of the learners.  Management of self, of others and of organisational change will be integrated across the programme. This award is based entirely on opportunities for work-based learning and its entry requirements, assessment, teaching & learning approaches, structure and curricula have all been designed to reflect this.  All students must then take the opportunity to apply this knowledge and develop appropriate key, transferable, cognitive and practical skills in the context of the assessment tasks.  All of these tasks will be able to be completed in the workplace. 

Route 1: The first route involves the completion of one 60-credit module. The summative assessment is a 5000-word narrative report evaluating the student’s own personal transformation whilst on the Module, which will be set in the context of the challenging environment in which their organization is operating.  This report will supported by a  ‘body of work” which will provide evidence of change, development in their work role, their contribution to the cross-functional team and an assessment of the student’s strengths and areas for development,

Route 2: The second route involves the completion of one 40-credit module (PGBM94 Leadership and Transformation) followed by completion of a second 20-credit module (PGBM104 – Professional Learning and Transformation). The 40-credit module’s summative assessment is a 2000 word written critical reflection (essay) in which you will apply theories of transition and change, transformation and leadership to a change in practice within their organization. This will be supported by a portfolio of evidence, which will demonstrate the practical experience of implementing a change in practice; it will provide an opportunity to write a short reflective (1000 word) piece on his/her professional development journey thus far supported by relevant evidence from learning logs, reflective diary, performance appraisal feedback, and the results of assessments.  For the additional 20 credit module’s summative assessment students will need to produce a 1500 word assignment, and building on their PGBM94 assignments, it provides an opportunity to deepen his/her critical reflection and develop specific objectives for personal development and improvement and an action plan to help achieve them.


How will I be taught?


Scheduled teaching activities

Independent study




Students will attend the University one day a month.  In order to extract maximum benefit from the monthly contact sessions, learners will be given a series of structured tasks and activities to undertake between workshops.  This will include reading and thinking, researching material and data from the workplace, interviewing colleagues and visiting other organisations.  After a period of thorough induction, students will be encouraged to practice these independent skills as an integral part of the programme, without which personal progress is likely to be impaired.



The role of the academic coach will assume great importance in the early stages of the programme in order to provide support for the self-directed elements of the programme and to provide direction and guidance in the compilation of the project plans and reflective work-based portfolios.  As well as an academic coach who will help learners compile their individual project plan, the programme will offer a system of Peer Learning Support Groups (PLSG). The role of the PLSG is to help all students contextualize and apply some of the theories and models they have learned about in lectures and workshops and provide a comparative discussion perspective.  The University VLE is expected to play an important role in the successful functioning of the PLSGs, allowing students who are geographically remote from each other and from the University to develop their programme activities as a group.



Formal input of models, concepts and theories across a range of subject areas designed to provide not just underpinning knowledge, but to place some structural frameworks into the student learning experience.  Where possible, these will be delivered via the VLE to allow more time in workshops for learners to engage in discussion, debate and activities.



The workshops associated with the programme will each have a different type of content and approach, depending upon the subject matter of the session and its contribution to the series of formative assessment tasks which will contribute to the major summative assessment of the programme and would typically include:

  • input on study and learning skills
  • discussion, debate and analysis of the models and concepts raised in the more formal teaching sessions
  • group and individual work on case studies and practical examples gleaned from their own organisations and experience
  • supervised practical work and supervised role playing
  • Input from groups speakers
  • formative feedback and discussion


Self-Directed Learning

Although this programme is designed to be very practical and skills based the programme team recognise that sound study and research skills will contribute to the learner’s ability to continually update their knowledge and skills and also help support those learners who choose to progress to a higher degree.  Work and project based assignments will demand self-reliance and pro-activity on the part of the learner in order for them to be able to set their own study and research plans.


A list of the modules in the programme can be found in the Programme Regulations.

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.


How will I be assessed and given feedback?


Written examinations



Practical assessments



A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.


This programme uses the Generic University Assessment Criteria



This programme uses the Subject Specific Assessment Criteria




The University regulations can be found here.


This programme will be assessed by one assignment that will assess all learning outcomes and will draw upon the learning gained through the programme integrated with the students work-based development. There are two parts to the assignment, which are designed to complement one another and to test and evidence the professional and practical development journey of the student.

Assessment Part 1 : Narrative Report (Critical reflection on the execution of personal transformation based on a work-based project)

Word count: 5000 words:  Students will produce a narrative report evaluating their own personal transformation whilst on the programme. The narrative, in the form of an academic report, should analyse the impact of the learning from the programme on the students role within their organisational context. It will specifically focus on the balance between their professional identify and their role in the organization and will be supported by theory and critical evaluation.

Assessment Part 2: Portfolio of Evidence (Portfolio demonstrating evidence on the narrative report): For the second part of the assignment, students will provide evidence of change and development within their work role, as well as their contribution to the cross-functional team.   The portfolio should align evidence to narrative in the narrative report (part 1). 


The programme will also focus significantly on formative assessment throughout.  The use of reflective journals as part of the assessment process will ensure that additional learning opportunities are explored as the students complete these tasks.  This will afford learners the opportunity to test theories and models in the workplace to reinforce learning opportunities on the programme.  The formative tasks will, however, also contribute to significant work based projects that will not only make a practical and tangible contribution to workplace effectiveness but will also provide a practical vehicle for summative assessment.


Feedback on formative work will be delivered via a variety of means; most important of these is the PLSG activities, where group members will be encouraged to review and debate their peers’ work and subsequently make sense of their own work in the light of this review.  Academic coaches will support learners in the execution of formative tasks and will provide some feedback, and academic tutors will offer feedback at workshops and via the VLE.


The use of formative assessment is central to the ethos of the programme, allowing the student to take risks and test theories with the aim of extending their knowledge and confidence without the fear of failure.  The process of formative assessment will be supported by the delivery of detailed feedback which will be carefully timed to increase confidence and complement the summative assessment tasks.  The structure of the programme and the assessments within reflect these broad aims and are adaptable to reflect the particular circumstances of each student profile. 


All summative pieces of work will be marked by the module leader or members of the module teaching team.  Academic supervisors will provide guidance and offer feedback on formative tasks.  Whilst learners will be encouraged to seek support and guidance on work based tasks from within their organizations, workplace mentors will not be involved in assessing or marking student work.

The assessment has clearly defined assessment criteria which will include criteria linked to the module learning outcomes and assessment methodology employed.  The key aim of this assessment strategy is to develop understanding of and confidence in the programme curriculum and to produce graduates who can make a clear link between the programme, its content and their effectiveness in the workplace.  The strategy supports this programme and the standard of assessment is comparable to assessment on programmes of a similar level in the Business School.


The assessment for the first route has been specifically designed to assess all the learning outcomes for the programme.

The assessment for the second route has been designed so that the second 20-credit module builds on the learning of the first 40 credit module, ensuring that together they offer an assessment of all the learning outcomes for the programme. 


Teaching, learning and assessment matrix


How does research influence the programme? 

The programme is designed to be research-led, research-oriented, research-tutored and research-based. Fundamental to the programme is that research is made meaningful to students so they understand the personal, professional, intellectual and importantly, the practical relevance of research.


Research-led:  the curriculum emphasises the teaching of the subject content from an academically robust stance i.e. students learn about the latest research in the subject field where the emphasis is on understanding research findings, rather than the research process, and research is presented as information content. Academic depth and rigour is achieved through ensuring the design incorporates current research literature in the field of study. It includes embedding current research both faculty and beyond. Students will be engaged in locating, collecting, referencing, critiquing, applying evidence, challenging assumptions, questioning and interpreting contemporary research articles, conference papers and case studies. Research active Faculty will also deliver guest speaker sessions at each stage of the programme (see table below for specific sessions which will incorporate Faculty research). 



Personal and Professional Development

Managing and Leading from the Middle

Ethical Responsible Leadership



Research-oriented:  the curriculum emphasises the process of knowledge construction in the subject. In research-oriented mode, students learn about the research process by which knowledge is produced. This will be embedded through: the teaching of research methods in specific support sessions mid way through the programme.


Research-tutored: The programme and curriculum emphasises learning focused on students writing and discussing research papers or essays. Students are actively engaged in evaluating and critiquing the research of others. This will be a focus in all modules across the programme.


Research-based:  The programme and curriculum emphasises students undertaking inquiry-based and problem based learning. The learning division between lecturer and student is minimised and the teaching mode is based on cooperation/dialogue. This research will involve primary research within the student’s own organisation with the intention of addressing organizational issues and/or opportunities for enhanced organizational behaviour and performance.



Award, Route (if applicable) and Level

New/Existing/ Modified  Module (N/E/MM)

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose (ie designated option):

Assessment weighting – give % weight for each assessment item


Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)


PG Certificate


Leadership and Change



Core – route 1


100% Individual Report


Claire Hoy





Leadership and Transformation



Core – route 2


50% individual report / 50% portfolio


Rob Worrall





Professional Learning and Transformation



Core – route 2


100% individual report


Rob Worrall



















Matrix of modes of teaching, learning and assessment




Core / optional

Modes of T&L

Modes of Assessment










Leadership and Change


Core – route 1

Lectures, independent study, seminars

100% Individual Report









Leadership and Transformation


Core – route 2

Lectures, private study, seminars

50% Individual report / 50% Portfolio









Professional Learning and Transformation


Core – route 2

Lectures, private study, seminars

100% Individual Report













How will the programme prepare me for employment?

The programme gives you the opportunity to develop advanced skills and knowledge which you can use in the future. Some postgraduate programmes are associated with a particular career path but most skills can be applied to a range of employment situations. The skills which this programme is designed to develop are listed below.


The degree is centred on a real job within business that extends the learning beyond the classroom into the workplace.  Learning is therefore no longer considered a preparatory stage prior to employment, but instead is seen as a constituent part of working life to enhance the professional career of the student.  The programme is designed to meet the skills needs of employers now and in the future.  Specific skills students will obtain include, but are not limited to:

  • Applying critical thinking to practical and theoretical problems in an organizational context
  • Demonstrate ethical, responsible and sustainable management and leadership behaviours and practices in an organizational context
  • Demonstrate personal and interpersonal competence required by employers in order to operate effectively in a management/leadership role within an organizational context


The range of roles envisaged for graduates of this degree programme include but are not limited to those looking to begin or develop a career as

  • Business Managers in private, public or third sectors
  • Middle/Senior Managers
  • Heads of Department
  • Operations Managers

Any other role with significance managerial responsibility


For information about other opportunities available to our students who study on campus, click here.

Additional opportunities to develop your experiences more widely will vary if you study at one of our partner colleges. For information about the extra-curricular activities available in any of our colleges please contact the college direct. 


Professional statutory or regulatory body (PSRB) accreditation. Choose one of the following.


PSRB accreditation is not relevant to this programme 

PSRB accreditation is currently being sought for this programme


This programme currently has PSRB accreditation


The programme is currently accredited until: N/A

The relevant PSRB(s) is/are:  N/A

The programme is recognised as: Postgraduate Certificate in Leadership and Change

There are programme-specific regulations relating to the following. Details are given in the programme regulations:


The modules to be studied


Pass-marks for some or all modules and/or parts

(elements) of modules 


Placement requirements


Attendance requirements


Professional practice requirements


Final or overall mark for the award  





Interim or exit awards are not accredited. 




See Programme Regulations Form, for questions 36 and 37




What are the admissions requirements?

The admissions policy incorporates the guidance from Corporate and Recruitment Services and the Faculty of Business, Law and Tourism Recruitment Office.

It will be usual for students to possess an honours degree with a lower second class or above.  Alternatively applicants may possess a professional qualification (or combination of qualifications) recognised as being the equivalent of an honours degree. 

The work-based nature of this programme dictates the specific admissions policy for this programme. All applicants must be able to demonstrate that they have employment and an appropriate job role to afford them access to the levels of responsibility required for effective completion of the work-based projects.  This means having responsibility for either people or processes and being able to demonstrate the support and commitment of their employers. The Programme Team will work with the client in selecting the students from the staff base of the organisation.

Where an applicant's first Language is not English, there must be evidence of Level 6 attainment in the International English Language Testing Scheme and/or a pass in the University's own English Language Proficiency Test.

The University’s standard admissions requirements can be found in the university regulations.

Programme-specific requirements which are in addition to those regulations are given below. 


Can students enter with advanced standing?




If yes, to which Stages?

Stage 1


Stage 2


Stage 3


Stage 4



If yes, with what qualifications?


The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the department which offers the programme you are interested in.


What kind of support and help will there be?

  1. Coaching System: As part-time work based learners there will be a focus on ‘coaching and mentoring’ rather than ‘traditional personal tutoring’. Coaching and mentoring better reflects practice within an organizational context and supports study skills development and transference of learning into the workplace. These needs will be met with a combination of a Peer Learning and Support Group (PLSG), the academic as coach and academic supervisor.
  2. Studies Advice: The academic supervisor associated with the PLSGs will be the first point of contact for studies advice on particular tasks that learners have been asked to complete.  Supervisors will work closely with the programme leader to ensure that they are familiar with the tasks and understand what is required of the learners at any point in the programme.
  3. Personal Development Planning: The personal development planning (PDP) process provides an opportunity for learners to practice self-management skills that are beneficial to them both as students and as employees. It assists learners to:
  • Take responsibility for their own learning
  • Be aware of how learning relates to a wider context
  • Improve general skills for study and career management
  • Provide evidence of achievements
  1. Learner Support on the eLearning Portal (VLE): Learners will be given detailed, hands-on training on the use of the VLE as part of their induction. They will be encouraged to post questions or initiate discussions through a number of module spaces and through the Programme space, especially as part of the PLSG process. Learners will be directed at induction to web-links to University student support facilities. In addition, learners will have access via VLE to the Study Skills suite of online tutorials
  2. The University provides a range of professional support services including health and well-being (, counselling (, disability support (, and a Chaplaincy ( Click on the links for further information.


in the university as a whole: The University provides a range of professional support services including health and well-being, counselling, disability support, and a Chaplaincy. Click on the links for further information.

in a partner college:

Please see the relevant college prospectus or website for details of student support if you are planning to study in one of our partner colleges.



What resources will I have access to?

On campus

General Teaching and Learning Space








Performance space


Other specialist


Technical resources 



Information about the University’s facilities can be found here.


University Library & Study Skills Services, (ULSSS), supports students with the provision of a high quality learning environment, comprehensive print and online resource collections, 1400 study places, 300+ PCs, My Module Resources and study skills support.


All students have the full use of the University’s two libraries. The libraries are open extensive hours and are staffed for 59 hours a week, including weekends and evenings.  During core teaching weeks, The Murray library is open 24x7 and St Peters library is open until 12 midnight.


The ULSSS web site provides a gateway to information resources and services for students both on and off campus. Tailored resources and support are available from specific subject areas of the ULSSS web site and a ‘Live Chat’ function enables student to access library support and help 24/7.


My Module Resources

Module reading lists are live interactive resource lists available from within online module spaces on the VLE and the University’s library website.


What do you get?

          Real time library information, both availability and location of print books, plus being able to place reservations on books that are already on loan

          Allows you to set up RSS alerts for changes and additions to your Module Resource  list

          Smartphone and tablet friendly – providing QR capture, touch screen functionality and e-resource access


How does this help you?

          Getting the right resources easily from flexible access points

          Receive guidance from your tutor on what to read  at a point of need by using search filters

          Access to a wider range of resources to support learning.


Study Skills Support

University Library Services includes a robust study skills support offer, available to all our students across the University both on and off campus, contributing to students’ attainment and the quality of their experience.


Skills delivery options include:

  • Online Skills Support including:  videos, webinars and Skype sessions and online tutorials. Online assignment drop-ins using Live Chat will be held weekly to engage those students not on campus and provide additional support at the point of contact.
  • On campus assignment skills drop-in events throughout key teaching weeks when students are encouraged to attend with any assignment queries.
  • Embedded skills sessions - Throughout teaching periods embedded skills sessions are a key element to support academic learning. Study skills support team and Liaison Librarians continue to cultivate relationships and provide the support necessary in their subject areas.
  • Dissertation workshops - Dissertation skills support will be provided in early June to ‘Kickstart your Dissertation’. Bookable workshops will be held demonstrating how to begin a dissertation, using University library resources to support your work, and managing references for a substantial project. Sessions will be cross-subject focusing on the skills and resources required for completing a dissertation.
  • One to One - Study Skills Advisers will be on hand to advise and support students in a range of study skills including: effective reading, reporting writing, academic writing and referencing, note taking, critical thinking, analysis and evaluation, reflective writing, group work and presentation skills. Sessions will be booked centrally, catering for embedded academic sessions, study groups and 1 to 1 advice. For those studying independently away from the university campus, 1 to 1 support is available via Skype.


If an embedded skills session best suits student learning outcomes, academic staff will be asked to complete an online request form so that a session can be arranged.

The request form is available from:                                                       


Access to other libraries

There may be occasions when students studying postgraduate programmes would find it useful to use other university libraries for their studies, in addition to the resources available at the University of Sunderland. Postgraduate students may be able to borrow items or to access collections on a reference basis at a number of institutions throughout the UK by joining the Sconul Access Scheme.


Please see the relevant college prospectus or website for details of college learning resources if you are planning to study in one of our partner colleges


  1. Are there any additional costs on top of the fees?


No, but all students buy some study materials such as books and provide their own basic study materials.


Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below)


Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below)




How are student views represented?

All taught programmes in the University have student representatives for each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules. Faculty Academic Committee also has student representation. This allows students to be involved in higher-level plans for teaching and learning. At university level students are represented on University level Committees by sabbatical officers who are the elected leaders of the Students’ Union.

The University’s student representation and feedback policy can be found here.


Every year we participate in the national Postgraduate Taught Experience Survey (PTES) which is run by the Higher Education Academy.



National subject benchmarks

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. They do not cover all subjects at postgraduate  level but those which exist can be found at here.


Are there any benchmark statements for this programme?





The QAA also publishes a Framework for Higher Education Qualifications (FHEQ), which defines the generic skills, and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.


How are the quality and standards of the programme assured?

The programme is managed and quality assured through the University’s standard processes. Module and Programme Studies Boards that include student representatives oversee programmes. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression through the programme, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress through the programme and the way in which the final award is made, is kept under review. The programme review report is sent to the Programme Studies Board and the Faculty in turn reports issues to the University’s Quality Management Sub-Committee (QMSC).


External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.


The University reviews all programmes on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle. Their review reports for Sunderland can be found at here.

Further information about our quality processes can be found here.



Please also complete the SITS form.



Appendix 1




(Form to be completed electronically by the Faculty and  forwarded to the QAE Quality Officer supporting the Approval event, or sent to MISD for faculty devolved processes before sending to QAE)



Exit Award: Title of programme/award

Leadership and Change

If replacement for existing, specify title of old



Business, Law and Tourism


Sunderland Business School

SITS Programme/Short Course code[1]


Programme Studies Board[2]


UCAS code[3] (if applicable).  If other please state method.


JACS code[4]


Qualification Level / Qualification Aim

Postgraduate Certificate


Modes of delivery and duration:


Full time       yes/no   …….. years

Sandwich     yes/no   …….. years

Part time      yes/no   Flexible

Work Based Learning  yes/no

On-campus  yes/no

Off-campus  yes/no 

CSP Only. Other subject combinations not allowed with this subject:


Programme/Subject/Short Course Leader:

Claire Hoy

Date of Approval /Modification/Review

24 March 2009

Date of next review (QAE to complete)


Start date of programme

26 April 2009

Number of intakes per annum and likely month(s) intake(s) starts.


Intake starts will be dependent on market demand




Confirm funding arrangements for programme e.g. HEFCE/TDA/NHS/Other[5]


If it is TDA, is it primary/secondary/F.E./Other (please state)


Is the programme Open or Closed[6]:





If yes please attach completed form AQH-Ciii2



Are there to be programme specific regulations?


If yes, please attach completed form AQH-B3 Appendix 2 or AQH-B8.



Please complete details

UK                     yes/no


Overseas           yes/no

Institution                                      Collaborative model[7]         Funding arrangements[8]


…………………………………………..            ………………………………         ….……………………..






Interim award title

Credits required

Interim structure

Please show mandatory requirements if applicable e.g. core module codes

Not Applicable







   DETAILS SUPPLIED BY:Claire Hoy       DATE:December 2016


For QAE  use only:  Circulation list: Quality Assurance & Enhancement (files) MISD (J Ruffell), Admissions  (E Wilson), Recruitment (Les  Brown, Catryn Davies), Student Office (L Dixon), Examinations (B Muldowney), Planning (David Balme) Learning Development Services (Malcolm Creen) Central Timetabling (Lesley Scott)  + for collaborative programmes: SRBP Carole Green/Peter Elliott, marketing (Judith Green)






Appendix 2


PART B   -  Programme  Regulation/s

Name of programme:Leadership and Change

Title of final award: PG Certificate

Interim awards[9]: None 

Accreditation: None


University Regulation:2.3.2 The maximum period of registration of a programme of study is three times the normal full-time registration period.


Stage 4

Core modules:


Students choose Route 1 or Route 2


Route 1





Leadership and Change



Route 2





Leadership and Transformation



Professional Learning and Transformation



Option Modules



Elective Modules



Progression Regulations

There are no programme-specific progression regulations[10]


Duration Regulations

The minimum duration of the programme is 18 months. In order to take account of the complexity of the project-based learning and the exigencies of corporate commitments as they arise during the course, the maximum duration is three times minimum outlined within the Postgraduate Regulations



[1] To be allocated in consultation with MISD team in SRBP

[2] Programme Studies/Assessment Board that will have management responsibilities for the programme.

[3] Please contact Admissions Manager for code

[4] JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant AD

[5] Please confer with David Balme for funding status for programme

[6] An Open programme constitutes an open admissions policy.  A Closed programme is normally specific to one client only.  If in doubt please consult Academic Services or Planning and Finance.


[7] As per QAE guidelines

[8] Please contact David Balme for confirmation of funding details

[9] Same as main award unless agreed otherwise at validation – eg to meet PSRB requirements

[10] This will be the norm – university regulations apply