Attachments

 

 

SUND UNI EQUALITY

 

 

 

 

 

 

 

 

 

FACULTY OF BUSINESS AND LAW

 

 

University Certificate of Post Graduate Study

In

Leadership and Transformation

(PGBM94)

 

 

SHORT COURSE SPECIFICATION

(Revised February 2015)

 

 

 

 

 

 

 


Version History

 

Please complete each time a modification if made (i.e. new version is drafted) e.g.

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Version approved by FQMSC

Sue Brent (Programme leader)

Created 08/02/13

2.0

Modifications made to short course

 

 

3.0

Transfer of short course to FBL

Lyndsay Brown

23/01/2014

4.0

Making the scope wider than NHS

Rob Worrall

09.02.15

 


1.MARKET RATIONALE

 

Policy and Context

The original rationale for the development and validation of a short course in Leadership and Transformation was due to a focus on the development of professional staff having to step up to a leadership role within healthcare.  However, it is apparent from a number of research reports that sustaining organizational performance requires specialist staff working across a wide range of sectors to step up to the plate and take on more both in terms of breadth of responsibility and in exercising much more of a leadership role within and across organizations (CIPD, 2012; CCL 2010, 2011 & 2012; Sheeman and Aycliff, 2014).   Post-austerity middle managers play an increasing role in flatter and leaner organizations and are often given responsibility for ensuring that an organization’s vision and strategy are executed. They have access to fewer resources, but are still being asked to make critical decisions that would previously have been made higher up the hierarchy or at a later career stage (McKinney, 2013). Thus organizations are starting to place more emphasis on the development of their lower and middle ranking staff as emerging leaders for now and for the future Moreover, it has been argued that the traditional role of the middle manager as a monitor of other people’s performance is disappearing (Gratton, 2011) with the implication there is a need to develop a set of competences to make oneself fit for purpose in the more complex environment of the 21st Century (Brooks & Grint, 2010).   This means that people need to develop a greater self-awareness of self and transform themselves as a leader in order to enact leadership which by its very nature is relational, collaborative, inter-professional and inter-organizational. The CIPD (2012) has also underlined the importance of middle managers leadership role in times of transition and transformation across a range of industrial sectors and reports that such sectors are just starting to grasp the importance of leadership models such as (such as distributed leadership) and is now identifying, nurturing and promoting talented leaders.

 

Complimentarity

Having the QE Gateshead Trust re-commission the programme twice, with the latest Cohorts 5 & 6 due to start in March 2015, provides an excellent platform on which to promote this programme across a wider range of sectors.  It also means that we have an alternative and complementary offering for staff who may be at a slightly lower level that those we would recommend to undertake the PG Certificate in Leadership and Change.

 

Planned Numbers

Based on our previous experience, we would be seeking potent individual corporate clients from a range of sectors to commission at least two cohorts of between 12-15 participants per academic year. This would of course be in additional to the QE Gateshead work.

 

 

Key Personnel

Rob Worrall will be the module leader for this short course.

 

 

2.CORE INFORMATION

 

Course title: University Certificate of Post Graduate Study in Leadership and Transformation

Target award: University Certificate of Post Graduate Study 

Interim or exit awards None

 

Awarding body: University of Sunderland

Course Assessment Board Postgraduate Business and Management

 

QAA subject benchmark(s) applicablehttp://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp)

 

Accrediting body / bodies (if applicable) Not Applicable

 

Collaborative partners and models of collaboration, if applicable. N/A WBL

 

Location(s) at which programme will be delivered on campus at University of Sunderland and on request at the clients’ premises

 

Mode of delivery and duration

Full time    no

Part time    yes

 

Work Based Learning    

On Campus

Off Campus 

WebCT only 

5 Days over 5 months +  one to one tutorials

yes

yes

yes

no

 

 

3.STRUCTURE

 

a)Short Course definition by module

 

Module Code

Module Title

Credit Value

Core/ Option

PGBM94

Leadership and Transformation

40 Credits

(Level 7)

Core

 

b)Indicative delivery structure

 

The programme will be offered over ten months where students will attend six one day sessions. There will also be two one to one supervisory sessions when students are researching and writing their summative assessments.  A flexible system will allow this to be adapted to the individual stakeholders needs in terms of their ability to release staff for education and it is anticipated this will be negotiated on a local level.

 

4.AIMS, OBJECTIVES AND LEARNING OUTCOMES TO BE ACHIEVED.

LEARNING OUTCOMES

Upon successful completion of this module, students will have demonstrated the ability to:

 

Knowledge

K1 Critically analyse a range of theories and concepts that underpin leadership capability and capacity in the context of your service, organization and wider sector 

K2Demonstrate knowledge and understanding of barriers to change and innovation across your service, organization and wider sector

K3Demonstrate knowledge of the core concepts of leadership and professionalism which facilitate personal and organisational transformation.

 

Skills

S1Evaluate critically the published evidence base surrounding leadership in general and more specifically with regard to your sector.

S2Critically reflect on their own contribution to strategic development and their ability to negotiate and influence the process of change. 

S3Engage with the practical application of tacit knowledge to the workplace in a manner which can integrate policy and practice effectively.

 

5.STUDENT EXPERIENCE

 

In addition to the detail in the module descriptors, please outline the overall strategy for the short course of the following:

 

a)identify balance of lectures/seminars/tutorials/laboratories/studio work/other group work,

Please see below

 

b)teaching and learning methods, including use of Virtual Learning Environment,

Please see below

 

c)methods of assessment (including criteria),

Please see below

 

d)student guidance/pastoral support,

Please see below

 

e)use of supervisor/mentor if practice element.

Please see below

 

 

 

6.CURRICULUM

 

a) Module descriptors

 

MODULE DESCRIPTOR

 

TITLE:LEADERSHIP AND TRANSFORMATION

CODE: PGBM94

CREDITS: 40

LEVEL: 7

FACULTY: FBL

MODULE BOARD: Business and Management Postgraduate Assessment Board

PRE-REQUISITES:None

CO-REQUISITES:None

LEARNING HOURS: 400 hours

 

 

Knowledge

K1 Critically analyse a range of theories and concepts that underpin leadership capability and capacity in the context of your service, organization and wider sector 

K2Demonstrate knowledge and understanding of barriers to change and innovation across your service, organization and wider sector

K3Demonstrate knowledge of the core concepts of leadership and professionalism which facilitate personal and organisational transformation.

 

Skills

S1Evaluate critically the published evidence base surrounding leadership in general and more specifically with regard to your sector.

S2Critically reflect on their own contribution to strategic development and their ability to negotiate and influence the process of change. 

S3Engage with the practical application of tacit knowledge to the workplace in a manner which can integrate policy and practice effectively.

 

 

CONTENT SYNOPSIS

This module exposes the students to a number of core concepts and ideas which are built around the philosophy that firstly, emerging leaders need to get to know themselves more thoroughly (leader development) as a professional and start to have the confidence to see themselves as leaders This builds confidence and make students more effective in enacting collaborative leadership in the context of their evolving sector.  The student’s intra-personal knowledge and self-awareness are developed by exploring core personal values and their evolving professional identity through self-reflection, reflexivity and transformative learning.  This encourages the students to accept uncertainty, change and transition and shifting professional identities as part of the core dynamics within their own organisation and their wider sector.  The tutors introduce theories, concepts and models particularly relevant to sector the participants are working in and facilitate and encourage self-reflection and learning through group discussions & tasks, reflective diaries, self-assessments and the sharing of experiences  and challenges throughout the module. This is supported by 360 assessment and feedback by a qualified coach

Starting off with an induction which introduces students to each other,  the programme, the academic skills needed to complete the assessment and library and support services The learning and development journey then takes students through a number of  stand-alone interconnected sessions.  Principles of Leadership: has a focus on models and theories which are particular relevant to the students’ current professional context:  such as emotional intelligence, transformational leadership; and collective models of leadership such as shared and distributed leadership.   Culture and context:  which covers challenging healthcare culture, creating coaching cultures and healthy organisations. 

 Leading Change and Innovation explores creativity, innovation and problem solving; leading change and transition (using a range of sector specific transformation and change models).   Wider systems explores understanding complex, tame and critical problems, systems thinking, adaptive leadership and collaboration and learning through collaboration. The final session Strategic Context looks at the evolving strategic context, the challenges ahead and encourages students to consider their leadership response to them.  It also provides an opportunity for students to commit to action to continue their learning and development beyond the life of the programme and the final assessments.

 

 

TEACHING AND LEARNING METHODS:

 

Scheduled activities

Independent study

Placement

Total hours

Hours

Detail

Hours

Detail

Hours

Detail

 

40

Direct Contact Teaching

360

Directed Study

N/A

 

400

Total

400

 

 

 

ASSESSMENT METHODS

 

(Please ensure that the sequence numbering of the assessments is in the correct chronological order for the module, as this may affect funding.)

 

 

 

 

 

Required For KIS return to HESA

Element

% of module assessment weighting

Summary

Pass Mark

LO

Written exam – central timetable

(% of the element)

Written exam – local timetable

(% of the element)

Coursework

(% of the element)

Practical

(% of the element)

 

 

 

 

 

%

Type

%

Type

%

Type

%

Type

001

50%

Critical Reflection

40

 

 

 

 

 

100

 

 

 

002

50%

Portfolio

40

 

 

 

 

 

100

 

 

 

* only populate if there is an approved programme specific regulation OR if the assessment is pass/fail

 

(If the Pass Mark differs from the university regulations there must be a related programme specific regulation approved.)

 

Assessment  001

Critical Reflection (Critical reflection on the implementation of a change initiated within the participant’s organization or across the wider sector)

(50% Assessment Weighting)

 

Assessment  002

Portfolio of Evidence mapped against Learning Outcomes     (Portfolio demonstrating evidence on the implementation of a change initiated within the organization or across the wider sector)                                                          

(50% Assessment Weighting)

 

Submission of Portfolio will be on 24/01/2014 at the Murray Library, University of Sunderland City campus.  Feedback will be available four weeks after submission.

 

INDICATIVE READING LIST

 

As well as appropriate general leadership books and articles, sector specific ones will also be included in each programme.

 

Books


Archer, D. & Cameron, A. (2013). Collaborative leadership: building relationships, handling conflict, sharing control. London: Routledge

 

Brownstein, B. (2010).  The Inner-Work of Leadership:  A Guide to Personal and Organizational Transformation. New Hampshire: Jane Philip Publications. 

 

Cameron, E. (2012). Making Sense of Change Management, A Complete Guide to the Models Tools and Techniques of Organizational Change. London: Kogan Page.

 

Goleman, D. (2006). Working with Emotional Intelligence, New York: Bantam Dell

 

Grint, K. (2010). Leadership:  A Very Short Introduction. Oxford: Oxford University Press

 

Jackson, B. & Parry, K.  (2011).  A Very Short Fairly Interesting and Reasonably Cheap Book About studying leadership (3rd ed.)

 

Jackson, B., Parry, K.  & Tadajewski, M. (2016).  (2011). A Very Short Fairly Interesting and Reasonably Cheap Book About studying leadership. London-Sage (4th ed due out Jan 2016)

 

Northouse Peter G. (2012). Leadership Theory and Practice. London: Sage.

 

Uhl-Bien, M. (2012). Advancing relational leadership research Greenwich: Information Age Publishing, 2012 
 

Articles

Behnam T. (2014). The Key to Change is Middle Management [online] Harvard Business Review, October. Souce: https://hbr.org/2014/10/the-key-to-change-is-middle-management/

 

Bolden, R. (2012). What is Leadership, Research Report,  Centre for Leadership Studies, University of Exeter

Source: http://business-school.exeter.ac.uk/documents/discussion_papers/cls/what_is_leadership.pdf

 

Brown, L. M., & Posner, B.Z. (2001). Exploring the Relationship between Learning and Leadership,  Leadership and Organizational Development Journal, 22 (6), 274-280.

 

Dinwoodie, D. et al. (2015) Transformational Change: An Ecosystem Approach Lessons from Nature for Those Leading Change in Organizations, Centre for Creative Leadership

 

Goleman, D. (2000). Leadership that Gets Results, Harvard Business Review, March – April, 78-90

 

Kennedy, F, Carroll, B.; Francoeur, J. (2013). Mindset Not Skill Set: Evaluating in New Paradigms of Leadership Development, Advances in Developing Human Resources, Vol. 15 (1), 10-25.

 

 

 

 

Websites

Center for Creative Leadership – Research Reports

http://www.ccl.org/leadership/research/sharing/index.aspx

 

PROGRAMMES USING THIS MODULE AS CORE/OPTION:

Leadership and Transformation

 

Is the programme delivered On Campus or Off campus (please delete, as appropriate):

On and Off Campus at client’s premises (on request)

College(s):

Work based learning:Yes

Professional Accreditation: No

(If yes, by whom and what conditions if any are specific to the module?)

 

MODULE LEADER

Rob Worrall

 

LEAD DELIVERER

As above

 

JACS Code:  N100

 

 

7.ASSESSMENT

 

The assessment for the module will be equally divided between two pieces of work; firstly a 2000 word critical reflection using relevant supporting theory to discuss  how the student has initiated a change in practice in their skills in their organization to the benefit of the Trust. Secondly the submission of a portfolio demonstrating evidence which maps the experience in practice of implementing a change to the learning outcomes.

 

The learning outcomes of the short course will be used as a framework for the submission of the portfolio. This will ensure that all students will have a means of individually tailoring their assessment process. This also ensures that the teaching and learning is driven by the assessment process.  A guide to the content of the portfolio will be provided within the module guide.

 

Assessment  001               

Critical Reflection (Critical reflection on the implementation of a change initiated within the Trust)

(50% Assessment Weighting)

 

Assessment  002

Portfolio of Evidence mapped against Learning Outcomes     (Portfolio demonstrating evidence on the implementation of a change initiated within the Trust)                                                          

(50% Assessment Weighting)

 

Submission of Portfolio will be on 24/01/2014 at the Murray Library, University of Sunderland City campus.  Feedback will be available four weeks after submission.

 

 

8.STUDENT SUPPORT AND GUIDANCE

 

The Academic Module Leader will meet all students as a group to establish their understanding of the need to actively engage with the specific learning outcomes required for learning across the module as part of the induction process. Once established, the Module Leader will maintain regular contact with the cohort during the modular attendance and will be available by appointment (when not during one of the module sessions) to discuss or raise any major concerns about the module.  The Module Leader will seek a resolution to any perceived problems as soon as possible.

 

Any student with specific identified learning needs will be supported through Student Support Services available within the University, for example students with disabilities, international students or mature students returning to study.

 

The modular sessions will serve as a means of defining the cohort in terms of social identity and any specific educational needs within the cohort specifically and the University generally. Education as a social activity will underpin the ethos of the whole course, with social interaction an embedded yet palpable part of the academic curriculum.

 

All students have access to the University’s central support services including Counselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office and Careers and Employability Service.

 

The Students’ Union provides an independent service which offers advice and support across the full range of personal and academic problems which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students’ Union or from Academic Services. Full details of all these services can be found on the University’s web-site. Where appropriate, academic or support staff in the Faculty will sign-post students to these specialist services.

 

 

9.ADMISSIONS CRITERIA

 

Students are required to have undertaken an under graduate degree or have equivalent professional experience.

 

10.LEARNING ENVIRONMENT AND RESOURCES

 

a)                Identify specialist accommodation/equipment

 

The University of Sunderland has recently undergone extensive refurbishment and hosts a range of classrooms which are suitable for this course delivery.

 

b)Identify staffing (for collaborative only please include CVs of all partner staff teaching on the course)

 

N/A

 

b)                Identify process for training for Supervisor/Mentor, if relevant

 

N/A

 

 

11.PROGRAMME AND QUALITY MANAGEMENT

 

Module Quality Assurance

The module is managed and quality assured through the University’s standard processes.

 

Modules are overseen by a Module/Programme Studies Board and each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development.

 

The Module Studies Board, which includes module leaders, student representatives and, where applicable, typical employers, is responsible for the course as a whole, ensuring the coherence of the course overall, its currency, progression, and alignment between the learning outcomes and modes of teaching, learning and assessment.

 

Student achievement is kept under review so that students may be best supported in maximizing their potential.

 

The module is reviewed annually and a report is sent to the Faculty Quality Management Sub-Committee which in turn reports issues to Academic Board via the University’s Quality Management Sub-Committee (QMSC) and Academic Experience Committee (AEC).

 

External examiners are appointed to oversee and advise on the assessment of the module. They verify the comparability of the standards of the modular content with the standards of similar modules elsewhere in the UK and the quality of the assessment process. They are also invited to comment on proposed developments to the module. Their reports are sent to the DVC (Academic) as well as to the Faculty; he requires a report from the Faculty on any major issues of concern raised by the external examiner.

 

All short courses and programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. This short course would also be revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK HEI.

 

Students’ views are sought through module questionnaires. The feedback informs module leaders’ annual reports on their modules. Students are represented on the Programme and Module Studies Boards; in the former they are involved in discussion of external examiners’ reports.

 

 

12.REGULATIONS

 

This module will adhere to the University of Sunderland Postgraduate Regulations and will be marked in accordance with the relevant Level 7 marking criteria.

 

 

 

 


Appendix 1

 

 

 

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

(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)

PROGRAMME/SUBJECT/SHORT COURSE DETAILS

 

Exit Award: Title of programme/award

University Certificate of Post Graduate Study in Leadership and Transformation

If replacement for existing, specify title of old

 

Faculty(ies):

FBL

Department:

Business

SITS Programme/Short Course code[1]

PGBM94

Programme Studies Board[2]

Business and Management Postgraduate Assessment Board

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

 

JACS code[4]

B700

Qualification Level / Qualification Aim

Level 7

/ 40 Credits / Certificate

 

Modes of delivery and duration:

 

(delete yes/no as necessary)

Full time       no   …….. years

Sandwich     no   …….. years

Part time      yes   …….. years

Work Based Learning  yes

On-campus  yes

Off-campus  yes 

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

N/A

Programme/Subject/Short Course Leader:

Rob Worrall

Date of Approval /Modification/Review

4th March 2013

Date of next review (QAE to complete)

 

Start date of programme/Short Course

w/c 25th March 2013

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

 

I intake per annum of 30 students

 

FUNDING DETAILS

 

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

Commissioned by individual clients

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

 

Is the programme Open or Closed[6]:

Open

 

ACCREDITING BODY

No

If yes please attach completed form AQH-Ciii2

 

PROGRAMME SPECIFIC REGULATIONS

Are there to be programme specific regulations?

No

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

 

COLLABORATIVE:

Please complete details

UK no WBL

 

Overseas no

Institution                                      Collaborative model[7]         Funding arrangements[8]

 

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

 

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

 

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

 

 

INTERIM AWARD SCHEDULE

 

Interim award title

Credits required

Interim structure

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DETAILS SUPPLIED BY: S E Brent     

 

 

DATE: 9th February 2013

 

 

 

 

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)

 


Module List

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

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

Level 7

New

Leadership and Transformation

PGBM94

40 credits

Core

 

50% Critical Reflection

 

50% Portfolio

N/A

Rob Worrall

 

 

 

 


Appendix 2

Matrix of modes of teaching, learning and assessment

 

NB Text in the table below is an example. You will need some means of cross-referring to each of the learning outcomes specified for the programme. Here they are labelled LO / S (for skills) / 1, 2 etc; LO / K (for knowledge) / 1,2 etc but you do not need to follow that approach. One matrix sheet must be completed for each stage of the programme.

 

Stage 1

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

LO S1

LO K1

LO S2

LO K2

LO K3

LO K4

LO S3

Leadership and Transformation

PGBM94

Core

Lectures, private study, seminars

Coursework reflective account and portfolio

Developed

Taught

Assessed

Developed

Taught

Assessed

Developed

Taught, Assessed

Developed

Taught, Assessed

Developed

Taught, Assessed

Developed

Taught, Assessed

Developed

Taught, Assessed


Appendix 3

 

Assessment Criteria at the level of the target award

 

Generic Assessment Criteria – Postgraduate

These should be interpreted according to the level at which you are working

 

Categories

 

Grade

Relevance

Knowledge

Analysis

Argument and Structure

Critical Evaluation

Presentation

Reference to Literature

Pass

86 – 100%

The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification.  There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85%

The work examined is excellent  and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality.

 

70 – 75%

The work examined is of a high standard  and there  is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is clearly articulated evidence demonstrating  that all the learning outcomes and responsibilities appropriate to that level are satisfied  At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating  particularly compelling evaluation and elegance of argument, interpretation or discourse.

 

60 – 69%

Directly relevant to the requirements of the assessment

A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein

Comprehensive analysis - clear and orderly presentation

Well supported, focussed  argument which is clear and logically structured.

Contains  distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice. 

Well written, with standard spelling and grammar, in a readable style with acceptable format

Critical appraisal of up-to-date and/or appropriate literature.  Recognition of different perspectives.  Very good use of a wide range of sophisticated source material. 

 

50 – 59%

Some attempt to address the requirements of the assessment: may drift away from this in less focused passages

Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance

Significant analytical treatment which has a clear purpose

Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)

May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. 

Competently written, with only minor lapses from standard grammar, with acceptable format

Uses a good variety of literature which includes recent texts and/or appropriate literature,  including a substantive amount beyond library texts.  Competent use of source material.

40 – 49%

Some correlation with the requirements of the assessment but there are instances of irrelevance

Basic understanding of the subject but addressing a limited range of material

Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose

Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms

Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic

A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader

Evidence of use of appropriate literature which goes beyond that referred to by the  tutor.  Frequently only uses a single source to support a point.

Fail

35 – 39%

Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms

A limited understanding of a narrow range of material

Largely descriptive or narrative, with little evidence of analysis

A basic argument is evident, but mainly supported by assertion and there may be a  lack of clarity and coherence

Some evidence of a view starting to be formed but mainly derivative.

Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style

Barely adequate use of literature.  Over reliance on

material provided by the tutor. 

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. 

30 – 34%

 

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied.  The work will be weak in some of the indicators.

15-29%

The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

0-14%

The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

 

 

 


Appendix 4

1.gif

 

Quality Handbook

 

 

AQH-B8 Programme Specific Regulation/s

Version 2.0 February 2009

 

PART B   Programme  Regulations

 

Name of programme: University Certificate of Post Graduate Study in Leadership and Transformation

 

Title of final award: University Certificate of Post Graduate Study in Leadership and Transformation

 

Interim awards[9]: None

 

Accreditation:None

 

University Regulation (please state the relevant University Regulation):

 

4.2.1The overall pass mark for each module is 40%. To pass a module a student must also have submitted work for each element of assessment.

 

Stage 1

 

Core modules:

 

Code

Title

Credits

PGBM94

Leadership and Transformation

40

 

Optional Modules

None

 

Elective Modules

None

 

Progression Regulations

There are no programme-specific progression regulations[10]

 

 


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

[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