University of the West of England

MODULE SPECIFICATION

(Revised November 2002)

Code:

UTLGBP-20-M

Title:

Investigating Academic and Professional Practice in Higher Education

Version:

5

Level:

M

UWE Credit Rating:

20

ECTS Credit Rating:

10

Module Type:

Project

Owning Faculty

Social Sciences and Humanities

Field:

Secondary Education and Lifelong Learning

Valid From:

January 2010

Discontinued From:

 

Contributes Towards:

PG Cert; PG Dip; MA

Pre-requisites:

None

Co-requisites:

None

Excluded Combinations:

None

Learning outcomes:

On successful completion of the module it is intended that participants will have:

1. critically examined a selection of research studies in higher education;

2. developed the ability to evaluate research in higher education in the light of their own professional practice and research intentions;

3. consolidated their critical grasp of appropriate educational research methodologies and their ability to make and justify methodological choices;

4. consolidated their critical grasp of policy drivers which inform the development of the higher education curriculum;

5. interrogated a variety of theoretical frameworks for critical inquiry into higher education, its social context, policy environment and academic practices;

6. identified an issue for inquiry, and considered questions of data collection, interpretation and ethics;

7. related knowledge gained through research to their own professional practice and context;

8. an ability to work effectively as an independent and self-motivated learner.

All Learning Outcomes assessed by Component A.

Syllabus outline:

Research studies selected for study will include attention to

(a) substantive issues such as:

    • the social context of higher education

    • policy issues in higher education

    • learning in higher education (including graduate studies)

    • processes of change and innovation

    • academic professionalism

and

(b) a range of educational research methodologies and methods.

Teaching and learning methods:

The learning approach is "research-based learning", including experiential learning, problem-based approaches, critical reading, dialogue and discussion and writing activities.

Reading Strategy

All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.

There is no central text for this module but there will be detailed further reading listed for different topics which will be available in the module handbook and on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders. All the further reading will be available from the library and from identified relevant sources such as bibliographical databases.

Indicative sources:

BARNETT, R. & COATE K. (2005), Engaging the curriculum in higher education, Buckingham: OUP    

BECHER T. & TROWLER P. (2001), Academic tribes and territories intellectual enquiry and the culture of discipline, Buckingham : SRHE and Open University Press

BOUD D. & SOLOMON N. (eds.) (2001), Work-based learning a new higher education?, Buckingham : SHRE and Open University Press

GREEN, D. (1994) What is Quality in Higher Education? Buckingham: Society for Research into Higher Education/Open University Press

KING, R. (2004), The university in the global age, Basingstoke: Palgrave Macmillan    

KNIGHT P. & TROWLER P. (2001), Departmental leadership in higher education, Buckingham: Society for Research into Higher Education and Open University Press

MOON J. (2002), The module and programme development handbook: a practical guide to linking levels, learning outcomes and assessment, London: Kogan Page

REAY D., DAVID M. & BALL S. (2005), Degrees of choice: class, race, gender and higher education, Stoke-on-Trent : Trentham

ROBERTS P. & CHAMBERS M. (eds.) (2001), Digital developments in higher education theory and practice, Cambridge: Taylor Graham

SAVIN-BADEN M. (2004), Foundations of problem-based learning, Buckingham: Open University Press

SCHWARTZ P. & WEBB G. (eds.) (2002), Assessment case studies, experience and practice from higher education, London: Kogan Page

SILVERMAN D. (2005), Doing qualitative research: a practical handbook, 2nd edition, London: SAGE

SLOWEY, M. & WATSON D. (eds.) (2003), Higher education and the lifecourse, Buckingham: OUP

TALBOT C. (2004), Equality, diversity and inclusivity: curriculum matters, Birmingham: SEDA

TIGHT, M. (ed.) (2004), The RoutledgeFalmer reader in higher education, London: RoutledgeFalmer    

WALKER, M. & NIXON J. (eds.) (2004), Reclaiming universities from a runaway world, Buckingham: OUP    

The following journals are also strongly recommended:

• Active Learning in Higher Education

• Assessment and Evaluation in Higher Education

• British Educational Research Journal

• British Journal of Sociology of Education

• Higher Education Quarterly

• Journal of Further and Higher Education

• Journal of Higher Education Policy and Management

• Learning and Teaching in Higher Education

• Pedagogy, Culture and Society

• Studies in Higher Education

• Studies in the Education of Adults

• Teaching in Higher Education

Assessment

Please state which element of assessment should be recorded as the final assessment for the purposes of submitting data on non-submissions to HEFCE. (For further information please contact Academic Registry.)

First Assessment Opportunity

Component A Final Assessment

A research study of 4000 words in length that describes, evaluates and reflects the design and conduct of an empirical inquiry into higher education, and reflect on its relevance to the participant's professional practice. Normally the enquiry will have been designed and conducted solely by the participant, though where there has been an element of collaboration, a statement giving details of the nature and scope of the collaboration, signed by all parties, should be included.

Those following the Nursing and Midwifery Council (NMC) route will be required to negotiate the focus of their investigation with their Head of Department and/or relevant Programme Pathway Leader. They will need to focus their investigation on programme development relevant to meeting NMC requirements.

The following note is a University wide statement on collaborative work:

“Every student who is part of a group undertaking an assignment or other piece of assessed group work is required to take, and will be deemed to have taken, individual as well as joint responsibility for all the work submitted by the group. In particular, this includes individual as well as group responsibility for any assessment offence committed, whether by the student or any other student in the group. Any penalty applied in the event of an assessment offence will normally be applied to all members of the group"

The assignment will need to meet the following three assessment criteria:

ALM: Conceptual Domain (Core)

The assignment demonstrates that the course member can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument."

BLM: Literature Domain

The assignment demonstrates that the course member can reference an extensive range of literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature."

DLM: Research Domain

The assignment demonstrates that the course member can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes."

Second Assessment Opportunity (further attendance at taught classes is/is not required)

Component A

A research study of 4000 words in length that describes, evaluates and reflects the design and conduct of an empirical inquiry into higher education, and reflect on its relevance to the participant's professional practice. Normally the enquiry will have been designed and conducted solely by the participant, though where there has been an element of collaboration, a statement giving details of the nature and scope of the collaboration, signed by all parties, should be included.

Those following the Nursing and Midwifery Council (NMC) route will be required to negotiate the focus of their investigation with their Head of Department and/or relevant Programme Pathway Leader. They will need to focus their investigation on programme development relevant to meeting NMC requirements.

The following note is a University wide statement on collaborative work:

“Every student who is part of a group undertaking an assignment or other piece of assessed group work is required to take, and will be deemed to have taken, individual as well as joint responsibility for all the work submitted by the group. In particular, this includes individual as well as group responsibility for any assessment offence committed, whether by the student or any other student in the group. Any penalty applied in the event of an assessment offence will normally be applied to all members of the group"

The assignment will need to meet the following three assessment criteria:

ALM: Conceptual Domain (Core)

The assignment demonstrates that the course member can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument."

BLM: Literature Domain

The assignment demonstrates that the course member can reference an extensive range of literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature."

DLM: Research Domain

The assignment demonstrates that the course member can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes."

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by …………………………………………………Date ……………...…

(Associate Dean/Programme Director)

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