Programme Specifications

Programme summary

1. Programme Aims

 The programme offers a suite of professional development opportunities which can result in Postgraduate Certificate, Postgraduate Diploma or MA.  A model of academic practice will be followed, integrating research, enterprise and teaching, where research can be pedagogic-related and/or subject-specific.  The Programme will align with the UK Professional Standards Framework (UKPSF) for Teaching and Supporting Learning in Higher Education in order to meet professional recognition criteria for Fellow of the Higher Education Academy.   

By the end of the programme students will be equipped to:

• plan, deliver and evaluate their teaching, learning, assessment, feedback and student support strategies appropriate to their role and discipline;
• consider ways of integrating research and enterprise into their subject-specific teaching and learning activities;
• engage in critical reflection, evidence-based innovative teaching practice and continuing professional development in relation to discipline;
• contribute to learning communities that value professional attitudes, diversity and equality of opportunity, inclusivity and ethical practice.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• The UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education (2011) Descriptors 1,2,3
• Accreditation documents for professional recognition by the Higher Education Academy
• QAA: Master's degree characteristics (2010)
• QAA: The Framework for higher education qualifications in England, Wales and Northern Ireland.(2008)
• QAA: UK Quality Code for Higher Education (2011)
• QAA: Academic Credit in Higher Education in England (2006)
• Loughborough University Learning and Teaching Implementation Plan
• Loughborough University Strategy 2013-2023:Building Excellence (2013)

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme students should be able to demonstrate knowledge and understanding in the following areas: 

K1       Demonstrate the core elements of academic practice in a higher education and subject-specific context including teaching, research and enterprise, and the interconnections between them;

K2       Critically assess theoretical underpinnings of learning and teaching, in general and in specific subject areas;

K3       Evaluate the professional values inherent in effective academic practice, including respect for individual learners, sound equality and diversity practices, ethical principles in research, widening participation;

K4       Analyse the national and international context in which universities operate and the implications for academic and professional practice.

In addition, for the Diploma and Masters:

K5       Critically evaluate different models of academic leadership in relation to the individual’s role in the institution.

K6       Compare, contrast and critically reflect upon a range of research paradigms and research methods and apply these to enhancing an aspect of academic practice to improve student learning.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme students should be able to:

C1       Communicate subject specific knowledge at an academic level appropriate to the teaching carried out;

C2       Critically appraise teaching methods, assessment and feedback in their subject area and at different levels in academic programmes;

C3       Critically discuss how the norms of a subject discipline impact on student learning;

C4       Make informed choices concerning the use and value of learning technologies within their academic programmes;

C5       Appraise the implications of quality assurance and quality enhancement for academic and professional practice.

In addition for the Diploma and Masters:

C6       Critically reflect upon the role of academic leaders as agents of change

C7       Apply initiative and originality in problem solving to aid decision making in complex and unpredictable situations.

b. Subject-specific practical skills:

On successful completion of this programme students should be able to:

P1       Design, plan and evaluate learning activities and programmes of study appropriate to discipline, level of study and student cohort;

P2       Teach and support student learning effectively in their subject area, incorporating appropriate learning technologies;

P3       Design and conduct fair and valid assessments and provide effective feedback;

P4       Apply appropriate methods to evaluate the effectiveness of their teaching, and to devise and implement measures to enhance their practice;

P5       Ensure that teaching, research and enterprise are integrated beneficially within their academic practice.

In addition for the Diploma and Masters:

P6       Critically evaluate their own strengths and weaknesses with regard to academic leadership and plan effective ways to continually develop their practice;

P7       Design and deliver specific time-limited projects which apply knowledge and understanding gained throughout the programme.

c. Key transferable skills:

On successful completion of the programme students should be able to:

T1        Interact with colleagues on academic matters, offering and receiving feedback in a professional and respectful manner,

T2        Enhance their practice through reflection on experience, using evidence-informed approaches and the outcomes from research, scholarship and continuing professional development;

T3        Display effective interpersonal skills including effective oral and written communication, listening, and networking skills;

T4        Incorporate new ideas and try different strategies, applying critical thinking and creativity to resolve problems and enhance practice.

4. Programme structure

The programme is a flexible part-time course of study taught mainly as full-day and half-day seminars and workshops, plus individual projects for the Diploma and Masters. The Postgraduate Certificate in Academic Practice (PGCAP) is split into two parts: Part A (TCP001 and TCP002) will also constitute the Associate Teaching Programme.  The PGCAP will have three enrolment dates in the academic year, September, January and April.  The summative Teaching Observation must be passed in order to complete the Certificate. Students will have one automatic opportunity to have a second summative observation if the first is graded less than “Satisfactory”. Any further opportunities would only be available in exceptional circumstances following consultation between the programme director, the AD(T) in CAP and the Academic Probation Monitoring Group.   

5. Criteria for Progression and Degree Award

In order to be eligible for the award of Postgraduate Certificate, Postgraduate Diploma or MA, candidates must satisfy the minimum credit requirements set out in Regulation XXI.  To be awarded the Postgraduate Certificate in Academic Practice, participants must achieve a module mark of not less than 50% for every module and a grade of at least Satisfactory in the summative teaching observation in module TCP004.  This ensures compliance for those on academic probation.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

n/a

Programme summary

1. Programme Aims

By the end of the course apprentices will be able to: 

1. Plan and deliver teaching, curricula, assessment, and provide feedback to support effective students learning.
2. Deliver practical teaching within their workplace demonstrating appropriate teaching skills informed by advanced scholarship and awareness of quality assurance and quality enhancement issues.
3. Develop academic practice that integrates research and enterprise into subject specific learning and teaching activities.
4. Evaluate the impact of their teaching through engaging in critical reflection, evidence-based teaching practice and continuing professional development in relation to their discipline.
5. Demonstrate their commitment to: valuing professional attitudes, diversity and equality of opportunity, inclusivity and ethical practice.
6. Consider and develop the use of digital fluency in their practice.
7. Demonstrate a critical understanding of teaching and research in a variety of academic practice contexts and consider the implications of these for practice in HE (much of which is at, or informed by the forefront of their academic discipline). 

The course aligns with the Academic Professional Apprenticeship Standard and the UK Professional Standards Framework (UKPSF) for Teaching and Supporting Learning in Higher Education to meet professional recognition criteria for Descriptor 2, Fellow, of the Higher Education Academy.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• Academic Professional Apprenticeship Standard
• UK Professional Standards Framework (UKPSF) for Teaching and Supporting Learning in Higher Education
• Framework for Higher Education Qualifications
• Loughborough University Digital Strategy for Learning and Teaching

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme, apprentices should be able to:

K1   Demonstrate a comprehensive understanding of the core elements of academic practice and subject-specific in HE context including teaching, digital fluency, research and enterprise, and the interconnections between them;

K2   Critically evaluate current research and theoretical underpinnings of learning and teaching, in general and in specific subject areas;

K3   Demonstrate self-reflection and originality in applying the professional values inherent in effective academic practice, including respect for individual learners, equality and diversity practices, ethical principles in research, widening participation;

K4   Debate the national and international context in which universities operate and the implications for academic and professional practice.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme apprentices should be able to:

C1     Demonstrate an in-depth understanding of teaching and subject specific knowledge at an academic level appropriate to the teaching carried out;

C2     Critically appraise teaching methods, assessment and feedback in their subject area and at different levels in academic programmes;

C3     Critically discuss how they may measure student progression and evaluation and ensure a holistic curriculum experience through their programme design;

C4     Make informed choices concerning the use and value of learning technologies within their academic programmes;

C5     Appraise the implications of quality assurance and quality enhancement for academic and professional practice on their student development.

b. Subject-specific practical skills:

On successful completion of this programme, apprentices should be able to:

P1     Design, plan and evaluate learning activities and programmes of study appropriate to discipline, level of study and student cohort;

P2     Teach and support student learning effectively in their subject area, incorporating appropriate learning technologies;

P3     Design and conduct fair and valid assessments and provide effective feedback;

P4     Apply appropriate methods to evaluate the effectiveness of their teaching, and to devise and implement measures to enhance their practice;

P5     Ensure that teaching, research and enterprise are integrated beneficially within their academic practice.

c. Key transferable skills:

On successful completion of this programme, apprentices should be able to:

T1   Interact and communicate effectively with colleagues on academic matters, offering and receiving feedback in a professional and respectful manner;

T2   Enhance their practice through reflection on experience, using evidence-informed approaches and the outcomes from research, scholarship and continuing professional development;

T3   Display effective interpersonal skills including effective oral and written communication, listening, and networking skills;

T4   Incorporate new ideas and try different strategies, applying critical thinking and creativity to resolve problems and enhance practice.

4. Programme structure

 Compulsory Modules

5. Criteria for Progression and Degree Award

The Level 7 Apprenticeship must contain an end-point assessment (EPA) within the final three months, which is carried out by an independent organisation to ensure all apprentices following the same standard are assessed consistently.  It is outlined that the EPA will provide the opportunity for apprentices to demonstrate critical understanding of HE learning, teaching and research in a variety of academic practice contexts through:

• the Academic Professional Practice Assessment (i.e. Teaching Observation);
• a Professional Conversation;
• a Written Submission. 

Apprentices who are not eligible to be funded from the apprentice levy will undertake the same programme of learning and development and an internal EPA equivalent will be provided to ensure there is fairness and parity for all.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

n/a