10 credits at level
This module encourages you to explore your professional context, development needs and goals, and identify workplace learning opportunities that can be used to help you progress in your Foundation Degree programme.
The module has four key components. Firstly, you will explore the organisation in which you work, your current role in the management of administration, and the constraints and influences that impinge on your role. Secondly, in collaboration with other students on the programme, you will investigate professional requirements and the knowledge and skills needed to be effective in the management of administration in the broader context. Thirdly, you will explore your strengths and weaknesses in relation to your work role and the professional role, and develop and agree personal and professional goals with an appropriate person in your workplace and your tutor. The fourth component is to develop an agreed Personal/Professional Development Plan (PDP) that integrates learning opportunities in your workplace with the assessments requirements of the first stage of your Foundation Degree programme. This plan will be agreed with an appropriate person in your workplace and your tutor to ensure that you have opportunities to undertake professionally relevant coursework. You will also consider factors that may impede your progress against the plan and alternative courses of action you can take if your progress in hindered by these factors.
Indicative Syllabus Content
1. Organisational and professional context
The organisation in which you work (e.g., type and purpose of the organisation; mission statement; organisational culture; organisational structure); your specific work-setting / unit (e.g., function, how it fits into the organisation); your role (e.g., your responsibilities and activities; relationships; constraints and influences on your role including diversity and inclusiveness); professional requirements (e.g., professional bodies, standards, codes of conduct, ethics, roles undertaken by peers on the programme).
2. Introduction to work-based learning
The concept of the learning organisation; the importance of workplace learning for development of individuals and organisations; experiential learning; potential benefits and problems of work-based learning.
3. Introduction to personal/professional development planning (PDP)
Training needs analysis; personal and organisational goals; fit with the strategic direction of the organisation/unit; prioritising goals; nature and purpose of personal/professional development planning; procedures and processes involved in personal/professional development planning; personal SWOT analysis; constraints and facilitators of the PDP process; technology applications to PDP.
4. Study/ academic skills and reflective practice
Assessment requirements of the module; Harvard referencing; plagiarism (what is plagiarism and how to avoid it); study and academic skills at HE4; academic writing; personal reflection in a learning log; strategies for reflecting on the work role to identify personal and professional development needs; introductory research skills (e.g., information seeking; Internet; workplace inquiry); evaluating your inquiry.
5. Transferable skills
Planning (e.g., planning an inquiry with appropriate learning activities), time management; communication; working with others; technology enabled-learning (participating in cyber-communities, internet-based resources and applications, eCommunication tools and dynamics).
6. Student-determined content
Some of the content will be determined by you when preparing for, and undertaking, your assessed work for the module.
Learning, Teaching and Assessment
Learning will be supported through an online community of inquiry where you, peer students, tutors and invited contributors will engage in discussions, interactive debates, and online activities to explore and share key concepts, ideas, relevant topics and offer encouragement and support. Your participation in the online community each week is compulsory. The module will be delivered mostly online with opportunities for face-to-face sessions. Although key resources required for the delivery of the module will be available online, you are also expected to identify suitable resources in your workplace, libraries, and online, that are relevant to your assessment work.
For your assessment, you will develop an online portfolio of work. The portfolio evidence must meet the learning outcomes for the module. You will agree how you will meet the learning outcomes with your tutor, the evidence you will present for assessment, and how you will present the portfolio evidence.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Have systematically explored the main features of your work role within your workplace.||1.1 Identify and explain the significant aspects of your work setting, including responsibilities, relationships and activities, constraints and influences and justify their importance.|
|2.||Have worked with fellow students to develop an outline of the professional requirements including knowledge and skills for practitioners who work in the management of administration in education and training settings.||2.1 Identify the professional contexts and disciplinary areas relevant to your work in the management of administration by researching information sources and with reference to a threaded online discussion you have held with other students on your programme.|
|3.||Have described your strengths and weaknesses in relation to your work role and professional requirements and have developed, agreed and justified your personal / professional development goals.||
3.1 Describe your relative strengths and weaknesses in relation to your work role and professional requirements.
3.2 Develop a prioritised list of personal / professional development goals with a justification for each of the goals and agree the list with the relevant personnel in your workplace and your tutor.
|4.||Have developed a personal / professional development plan (PDP) integrating learning opportunities in the workplace with the opportunities and assessments presented in phase one of the Foundation Degree programme.||
4.1 In discussion with relevant personnel in your workplace, prepare an electronic-based PDP that provides opportunities for your professional development in your workplace which are linked to your personal/professional development goals and workplace learning opportunities.
4.2 Identify factors that may impede your progress against the plan and consider alternative courses of action you can take if your progress is hindered by these factors.
|5.||Have evaluated your work for this module against the learning outcomes and identified what you have learned from undertaking the assessment for this module.||5.1 Evaluate your performance in respect of achieving the learning outcomes and identify key learning points.|
|6.||Have demonstrated academic skills at level HE4.||
6.1 Demonstrate the following in your assessed work:
(i) appropriate structure and good presentation;
(ii) correct use of English (e.g., grammar, punctuation, spelling, style);
(iii) correct use of Harvard referencing;
(iv) theoretical knowledge appropriate to level HE4.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Online portfolio of work - The portfolio evidence will be equivalent to approximately 1,500 – 1,750 words and must meet the assessment criteria for the module. You will agree the following with your tutor: • how you will meet the assessment criteria in terms of the process and the work you will undertake; • the type of evidence you will provide; • how the evidence will be presented.|
There are no prerequisites for this module.
and/or be taking the following corequisite modules:
No restrictions apply.
Association of University Administrators (2008) Code of Professional Standards. http://www.aua.ac.uk/about/code/ [1 Feb. 2009]
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Cottrell, S. (2003) Skills for Success: The Personal Development Planning Handbook. Basingstroke: Palgrave Macmillan
Megginson, D. (2006) Mentoring in action: a practical guide. London : Kogan Page. MyiLibrary. http://www.myilibrary.com?id=30308 [30 April 2009]
Morey, S. (2003) The new manager’s handbook: 24 lessons for mastering your new role. New York: McGraw Hill. Netlibrary http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=90805 [30 April 2009]
Unwin, L., Evans, K. and Hodkinson, P. (2002) Working to learn: transforming learning in the workplace. London, UK : Kogan Page. Netlibrary. http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=81173 [30 April 2009]
Educational Management Administration and Leadership
Journal of Educational Administration
Organizational Behavior and Human Decision Processes
Association of University Administrators http://www.aua.ac.uk/
The Guardian: http://www.guardian.co.uk/education/higher-education
Times Higher Education Supplement; http://www.timeshighereducation.co.uk/
|Host Subject Group:||Education|
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