Durham University
Programme and Module Handbook

Postgraduate Programme and Module Handbook 2010-2011 (archived)

Module EDUC42730: The Strategic Leadership of Continuing Professional Development (CPD)

Department: Education

EDUC42730: The Strategic Leadership of Continuing Professional Development (CPD)

Type Tied Level 4 Credits 30 Availability Available in 2010/11 Module Cap None.
Tied to X9KC14


  • This module is available to students registered on the PG Certificate in the Practice of Education. Any student who passes this module and at a later date transfers onto the MA in Education may not subsequently take Module EDUC 41230 Leading Continuing Professional Development.


  • None.

Excluded Combination of Modules

  • None.


  • This module aims to:
  • develop a critical understanding of the strategic role of leadership of CPD. To achieve this aim its main objectives are to ensure students:
  • engage with the body of knowledge that illuminates and facilitates analysis of the process and impact of the CPD leadership role;
  • undertake a critical, reflective analysis of their own practice as CPD leaders;
  • identify any areas for future development that emerge from that analysis.


  • There will be 4 strands:
  • a. Developing as a reflective practitioner within the strategic CPD context, including addressing research evidence on effective adult learning and implications for strategic leadership of CPD;
  • b. Undertaking a critical review of strategic leadership concepts and theories;
  • c. Exploring and critiquing different models of CPD, characteristics of learning organizations;
  • d. Evolving through personal engagement an understanding of the strategic role of CPD in building organizational capacity and sustainability.

Learning Outcomes

Subject-specific Knowledge:
  • Knowledge of key themes and issues in research on effective cpd
  • Knowledge of how cpd plays a strategic role in the development of a learning organisation;
  • Knowledge of key concepts and theories associated with strategic leadership;
Subject-specific Skills:
  • Ability to reflect critically upon own practice as a cpd leader
  • Ability to apply outcomes from that reflection and become an effective cpd leader
Key Skills:
  • Management of own learning and group learning
  • Skills of critical analysis and reflection relating to strategic role of cpd
  • Use of own professional context as a source for learning and development
  • Understanding of how partnerships and collaborations can support cpd development in a learning organisation

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • The module will make heavy use of seminars and workshops. There will be some lecturing input, but the emphasis of the teaching-learning process will be on developing the students’ knowledge, skills and understanding of the content, aims and objectives through engagement with the issues in their own professional context and relating them through reading and discussion to the key themes in the research-based literature.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Seminars and workshops 9 weekly 3 hours 27
Tutorial support 10 10
Work-based learning 120 120
Private Study 140 140
Total 297

Summative Assessment

Component: Summative Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
An assignment in which the student undertakes a critical analysis of a case study in the evolution of a strategic cpd policy. 5,000 word 100%

Formative Assessment:

Presentation and a 750 word outline of own individual case study leading to the summative assessment.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University