BA (Hons) Professional Development

Overview

Course Length:15 Months Part-Time
Start Dates:September 2016, September 2017
Department:Faculty of Education
Location:Edge Hill University
  • Join a subject area at Edge Hill University ranked top in the North West for assessment & feedback and personal development in the National Student Survey 2015;
  • Study a programme specifically designed for those working in non teaching roles in the children’s workforce;
  • Extend your understanding and knowledge of working beyond the educational setting and consolidate your links to practice;
  • Study flexibly online with tutorial support and occasional conference days on campus.

This is a Level 6 conversion programme, giving you the opportunity to progress from a foundation degree (or equivalent) to an honours degree in a relevant subject.

This programme has been specifically developed for people within the children’s workforce, such as in schools and related settings, to address the professional development needs of this group of staff.

If you have completed a foundation degree (or equivalent) in a related area, you can ‘top up’ to an honours degree by studying flexible modules in subjects directly related to the development of the children’s workforce.

Faculty of Education

Course in Depth

What will I study?

The first module focuses on changes in the workforce from the point of view of the individual practitioner. This will develop your awareness to acknowledge the potential and real impact of organisational change, and in so doing, will identify how innovation and change influences you as a professional.

The next stage of the programme involves investigating effective methods of multi-agency working with various partners as well as considering the changing roles and responsibilities within the children’s workforce. You will go on to consider the skills and abilities needed to coordinate work effectively through teams in this new environment. In doing this, you will be able to draw specifically on your own range of employment and workplace contexts to look at the impact of legislation on roles and responsibilities.

You will also need to complete a module within your own specialist area aimed at enhancing your professional practice as part of the wider school workforce, whether it be in a teaching and learning role, in pastoral support, a business / management position or as part of a technical team.

An additional work-based learning project enables you to critically analyse an aspect of practice, related to the evolving children’s workforce and your place within this changing environment, through a piece of small-scale action research.

How will I study?

A combination of academic study and practical, work-based learning will give you all the knowledge and skills you need to succeed.

The programme is typically delivered in one session (afternoon and evening) per week.

How will I be assessed?

You will undertake a variety of assessments with a focus on the relation between academic content and work-based practice. With this in mind, assessment may include oral presentations of practice, case study reports, portfolios and evaluation reports related to work-based projects.

Who will be teaching me?

The teaching team have a mix of skills to enable them to support the diverse group of students we expect on the programme. All those delivering the programme are educational professionals who have worked at all levels within all phases of education. Many of the course team are researching in the area of workforce development in schools.

Modules

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FFD3000 Work-based Learning Project On The Management of Change (30 credits)

Work-based Learning Project On The Management of Change provides structured and supported opportunities for you to investigate professional and educational issues or initiative centred around policy and practice. An emphasis will be placed on the interrelated nature of policy and practice and the whole school response to change will be examined, providing an insight into the role of staff within the management of change. The module will also consider how the role of all staff in schools/settings is constantly evolving to meet the requirements of current policy and practice. You will select a particular initiative that has impacted upon policy and practice and will plan and carry out a small-scale action research project to bring about further change. They will evaluate the impact of that change.

FFD3200 Self-evaluation, Improvement and the Management of Change (30 credits)

Self-evaluation, Improvement and the Management of Change enables you to reflect on your own style within the general context of organisational change. You will develop and employ a range of specialised skills including the ability to evaluate your own performance and reflect on individual practice and that of colleagues. You will be expected to demonstrate areas in which your practice could improve within the context of the introduction of change and also identify and analyse barriers to the change process and how these could be overcome.

FFD3201 Working Beyond the Educational Setting with Teams of Other Professionals (30 credits)

Working Beyond the Educational Setting with Teams of Other Professionals provides underpinning knowledge and understanding of national and local government policy and professional practice in the area of the developing wider school workforce. The module introduces you to effective methods of multi agency working with various partners and considers the skills and abilities needed to co-ordinate work effectively through teams in the new wider school environment. You will be able to draw specifically on your own range of employment and workplace contexts to look at the impact of legislation on roles and responsibilities.

You will select one of the following modules:

FFD3102 Enhancing Support Roles in Schools/Settings (30 credits)

Enhancing Support Roles in Schools/Settings encourages you to research and reflect upon support roles in educational settings. As the re-modelling agenda becomes re-focussed on ‘Time for Standards’, schools/settings are being encouraged to think differently about how to make the best use of all staff. Para-professionals in new roles such as home/school liaison workers, pastoral support managers, learning support staff and ‘learning guides’ play an increasingly effective role in raising standards of achievement. This module considers the key drivers for change and examines the innovative ways in which higher standards have been achieved. You will relate your findings to your own practice.

FFD3103 Enhancing Business Management and Administration Roles in Schools/Settings (30 credits)

Enhancing Business Management and Administration Roles in Schools/Settings enables you to analyse some of the key internal and external drivers of organisational change, together with their effects on organisations, in order to inform your own practice. The module considers types of decisions that may confront contemporary organisations operating in complex environments and explores and critiques normative decision-making theories, models and techniques. You will subsequently examine the role of creativity in the decision making process from the perspective of the individual decision maker and organisation.

FFD3104 Enhancing Technical Support Roles in Schools/Settings: Science (30 credits)

Enhancing Technical Support Roles in Schools/Settings: Science allows you to develop sufficient subject knowledge to be able to lead a team of technicians in the preparation and maintenance of apparatus in the school/ college setting, giving due regard to the regulations regarding health and safety at work. The subject knowledge gained will relate to the requirements of the Science curriculum and new diplomas.

FFD3105 Enhancing Technical Support Roles in Schools/Settings: ICT (30 credits)

Enhancing Technical Support Roles in Schools/Settings: ICT allows you to develop sufficient subject knowledge to be able to lead a team of technicians in the preparation and maintenance of apparatus in the school/ college setting, giving due regard to the regulations regarding health and safety at work. The subject knowledge gained will relate to the requirements of the ICT curriculum and new diplomas.

FFD3106 Enhancing Technical Support Roles in Schools/Settings: Design and Technology (30 credits)

Enhancing Technical Support Roles in Schools/Settings: Design and Technology allows you to develop sufficient subject knowledge to be able to lead a team of technicians in the preparation and maintenance of apparatus in the school/ college setting, giving due regard to the regulations regarding health and safety at work. The subject knowledge gained will relate to the requirements of the Design and Technology curriculum and new diplomas.

Optional modules provide an element of choice within the programme curriculum. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by timetabling requirements.

Disclaimer

Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.

Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.

Entry Criteria

Entry Requirements

To join this programme you will need to have completed 240 credits at university levels 4 and 5, either through a foundation degree (subject to assessment through our Recognition of Prior Learning (RPL) process) or through Diplomas or HNDs in education-related subjects.

You will need to be in either full or part-time work in an area related to the children’s workforce. Those undertaking voluntary work in schools or settings may be considered.

Recognition of Prior Learning

Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’).

Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.

Career Prospects

What are my career prospects?

On completion of this programme, you will graduate well-placed to progress to management roles within the children’s workforce. As the workforce continues to grow and connections are made with wider children’s services, graduates from this programme will be well-placed to take advantage of opportunities related to these developments.

Finance

Tuition Fees

Tuition fees for part-time study on this conversion degree are £75 per credit for UK and EU students enrolling on the programme in academic year 2016/17. 120 credits are required to complete a conversion degree.

Financial Support

Subject to eligibility, UK and EU students can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees.

For comprehensive information about the financial support available to eligible UK and EU students joining this programme in academic year 2016/17, together with details of how to apply for funding, please view our Money Matters 2016/17 guide at www.edgehill.ac.uk/conversionfinance2016pt.

Apply

How to Apply

For online study, apply directly to Edge Hill University. Download the application form (pdf) and notes for guidance (pdf).

If you wish to study part-time at Holy Cross College, please contact the college directly. More information is available at www.holycross.ac.uk.

Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.

Get in Touch

If you have any questions about this programme, please contact:

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Course Changes

This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented since 1st September 2015.

No material changes have been made to the information for this course since 1st September 2015. Any future amends will be tracked here.