Postgraduate Programme and Module Handbook 2013-2014 (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 2013/14 |
Module Cap |
None. |
Prerequisites
- 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.
Corequisites
Excluded Combination of Modules
Aims
- 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.
Content
- 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
- 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;
- Ability to reflect critically upon own practice as a cpd leader
- Ability to apply outcomes from that reflection and become an effective cpd leader
- 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% |
|
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