Programme Title

PgDip Higher Education

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Postgraduate Diploma

Programme Code

EDU-PD-HE

UCAS Code

HECoS Code

100461

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Part Time

Type of Programme

Postgraduate

Length of Programme

2 Academic Year(s)

Total Credits for Programme

120

Exit Awards available

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Social Sciences, Education and Social Work

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 7

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Education Studies (2015)

Accreditations (PSRB)

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

Exemption from RPL regulation 4.4 to allow credit to be granted for modules which have already contributed towards an award in higher education studies.

Programme Specific Regulations

Students with protected characteristics

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Conceptualisation and critical thinking, demonstrated by
• critical responses to existing theoretical discourses, methodologies and practices, and suggest new concepts or approaches.
• the ability to design and undertake substantial investigations to address areas of theory and/or practice.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Synthesis and creativity, demonstrated by
• flexibly and creatively applying knowledge to varied contexts, synthesising ideas or information in innovative ways, and generating transformative solutions.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Problem solving, research and enquiry, demonstrated by
• the ability to source advanced methodological approaches and critically evaluate their appropriateness.
• skills to undertake analysis of complex, incomplete or contradictory evidence/data and judge the appropriateness of the enquiry methodologies used.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

The integration of a principled dimension to their practice, managing the implications of ethical dilemmas, and engaging with these professional values:
• Respect for individual learners and diverse learning communities
• Promote participation in higher education and equality of opportunity for learners
• Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
• Acknowledgement of the wider context in which higher education operates, recognising the implications for professional practice

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Autonomy and responsibility for actions, by demonstrating
• the assurance to act with initiative in decision-making, and to ascertain when it is necessary to access support within professional guidelines, while accepting accountability for outcomes.
• the capacity to be resourceful and make complex professional judgements in uncertain situations;
• evaluatory skills that are necessary for supporting enhancements in many different professional development contexts, including the ability to engage in advanced self-assessment and peer-assessment activities to support reflexive practice, and critical readings of various representations of knowledge for research purposes.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Analysis and evaluation, demonstrated by the ability to recognise and argue for alternative approaches where appropriate.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

The advanced formation and representation of their thinking and/ practice, demonstrated by
• constructing and represent their ideas orally, in writing, and in various digital and analogue formats;
• provide evidence of their professional practice and/or research in varied digital formats and conventions;
• utilising valid methods for both displaying and evaluating the effectiveness of their professional practice and/or research.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Personal evaluation and development, by
• using personal reflection to analyse one’s self and one’s actions;
• making connections between known and unknown areas, to allow for adaptation and change.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Interpersonal and communication skills, by
• identifying, evaluating and maintaining methods and principles to support effective communication in a range of complex and specialised contexts.
• working proactively independently and with others to formulate solutions.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Autonomy and responsibility for actions, by
• autonomously adapting performance to multiple contexts;
• exercise initiative and personal responsibility;
• autonomously implementing and evaluating improvements to academic or professional performance, drawing on innovative or sectoral best practice;
• evaluating risks, constraints and enablements to one’s agency, and demonstrating the capacity to problem-solve solutions towards addressing constraining structures and cultures.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

management strategies, including demonstrating
• the capacity to cope with additional commitments while working to deadline;
• exercising self-direction in their learning and acting independently in preparing for, planning and implementing tasks;

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

the capacity to extend the range of their technological skills for use in diverse contexts.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

• formulate a philosophy of higher education that is representative of their personal, professional and contextual position on good practices in teaching, learning, curriculum and evaluation of higher education;
• to demonstrate that they are able to substantiate their methodological orientation and choices in reference to appropriate educational rationale and relevant sources;
• demonstrate a systematic understanding within a specialised area of study within Higher Education, and its interrelationship with other relevant discourses.
• demonstrate an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is interpreted.
• use their knowledge of educational theory and evidence to critically evaluate and reflect on (teaching, learning, curricula, assessment and evaluation) higher education practices both generally and in their own specific disciplinary/ professional context;
• use their knowledge of theories of, and evidence related to, learning and motivation to critically evaluate how they could be applied both generally and in their own specific disciplinary context);
• understand the possibilities and problematics of different educational technologies in higher education, and demonstrate the ability to source resources and support to enhance their development in this aspect of their professional practice.
• recognise the importance of evidence-based approaches, feedback from colleagues and students, and the role of reflection and self-evaluation for their own professional development, for quality assurance and quality enhancement

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

• evaluate the influence of the higher education context (at global, national, regional, institutional and disciplinary/ positional levels)
• evaluate, collect and/or generate data in relation to policies and/or practices in higher education
• where applicable, apply such insights to their professional and/or research practice;
• draw on a range of educational literature in order to provide an educational rationale for their decision-making in relevant areas of curriculum design, teaching, learning, assessment and evaluation in higher education;
• draw on a range of educational literature in order to provide an educational rationale for their decision-making in relevant areas of transformation, access, quality and technology in higher education;
• draw on a range of educational literature in order to substantiate the validity of their methodological decision-making.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.

• use critically reflective practice and evidence-based approaches to examine and develop their professional and/ research activities;
• evaluate, and take steps to enhance, their professional and/ research positions and practices while drawing on higher education literature (both general and discipline-specific), feedback from relevant stakeholders, and their own reflective self-assessments.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods and Strategies
• seminars and discussions;
• individual, pair/ group work;
• independent engagement with course resources, self-directed desktop/ work-based and/or practice-based research, with support from peers and facilitator(s);
• self-assessment and peer review;
• oral, video and written feedback;
• the collection and production of varied analogue and digital artefacts to evidence relevant aspects of their knowledge, skills or practices.

Methods of Assessment

Tasks are set throughout each module which require participants to produce representations of their learning reflections, engagement with literature, and applications in their contexts, through digital artefacts such presentations, websites, blogs, portfolios and reports.