POSTGRADUATE DIPLOMA/ MASTERS IN CAREERS GUIDANCE

Transcription

1 B1 PROGRAMME SPECIFICATION COURSE OR HONOURS SUBJECT TITLE: POSTGRADUATE DIPLOMA/ MASTERS IN CAREERS GUIDANCE PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the teaching, learning and assessment methods of each module can be found in the Student Course Handbook and Module Outlines. 1 AWARD INSTITUTION/BODY: University of Ulster 2 TEACHING INSTITUTION: University of Ulster 3 LOCATION: Magee Campus 4 ACCREDITED BY: Institute of Career Guidance (PG Diploma) 5 FINAL AWARD: Postgraduate Diploma in Careers Guidance Master of Science in Careers Guidance 6 MODE OF ATTENDANCE: Postgraduate Diploma: Full-time Masters: Part-time 7 SPECIALISMS: None 8 COURSE/UCAS CODE: Postgraduate Diploma: 3852 Masters: DATE WRITTEN/REVISED: Effective from 2011/ EDUCATIONAL AIMS OF THE COURSE The major aim of this programme is to educate students to a level of capability and confidence in the provision of careers guidance that will enable them to start work as professional careers practitioners. In order to meet such an overall aim a number of more finite aims have been identified. The programme will ensure that students: 1 understand the implications for professional practice of their own values and those of their employer, clients, and society; 2 are reflective guidance practitioners; 3 have the necessary knowledge, understanding, and skills to plan, conduct and evaluate guidance interventions; 4 have the underpinning knowledge and understanding of relevant theory and policy to manage the guidance context; 5 can effectively utilise networks and support clients;

2 6 contribute to the planning, delivery, provision and development of Careers Education, Information, Advice, Guidance and Development (CEIAGD) within learning organisations; 7 record, research, interpret and evaluate information in a range of media; and 8 enable clients and others to access and act upon appropriate information in the context of the local and national opportunity structure. For students progressing on to the Masters the programme will ensure that they: 9 make appropriate and considered research decisions through understanding of the nature of the research process, familiarity with a wide range of data gathering and generation methods and be introduced to data analysis. 10 develop the knowledge, understanding and requisite skills to engage with confidence and competence in a piece of meaningful research, chosen to illuminate an aspect of careers guidance of particular relevance to the individual student. 11 MAIN LEARNING OUTCOMES The following reference points were used to inform the development of the programme and its learning outcomes: the University s Vision and core strategic aims, teaching and learning strategy and policies; current research or other advanced scholarship carried out by academic staff; subject benchmark statement requirements of professional, statutory or regulatory bodies [the Institute of Career Guidance] established for the nationally accredited Qualification in Career Guidance; sectorally-agreed National Occupational Standards endorsed by the Career Profession Alliance as the basis for registration on the Career Profession Framework at professional level; national and University qualifications and credit frameworks; The course provides opportunities for students to achieve and demonstrate the following learning.

3 Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 K2 K3 K4 K5 Demonstrate a systematic understanding of identified theoretical bases of career and human psychology; ie. how psychological models explain the development of careers and career-related problems. Describe and critically discuss the historical foundations of theoretical thinking around the concept of career Critically discuss current research, theory and practice in relation to careers guidance Articulate clearly the links between theoretical understanding and evidencebased practice Demonstrate a comprehensive understanding of the implications of national and international policies for professional practice. Additionally a student who is successful in the MSc will be able to: K6 K7 Demonstrate a comprehensive knowledge of current research on a specific career guidance problem or issue Demonstrate sufficient understanding of a range of methodologies currently employed in research to be able to make well informed and sound judgements about the appropriate method to apply to a problem or issue in the careers guidance field. Teaching and Learning Methods: Formal lectures, specialist guest lectures, seminar discussions, skills sessions in the human interaction labs, case studies, topic centred guided reading, independent study, work-based learning, access to module specific material using Blackboard Learn, use of research databases in relation to research, supervision of a research project (the MSc). Assessment Methods: Written essays with critical appraisal; essays with theoretical material related to personal experience or practice based case studies; critical reflections on professional practice; an independent research dissertation 11I INTELLECTUAL QUALITIES I1 I2 I3 Apply analytical and critical resoning skills in discussing and appraising theoretical, research and practice issues Integrate a variety of theoretical perspectives and evidence in explaining career-related issues and complex client problems Critically evaluate interventions in careers guidance Additionally, a student who is successful in the MSc will eb able to: I4 I5 Analyse a problem in the careers guidance field systematically and creatively Formulate hypotheses or formulate and specify research questions in relation to a specific research problem in the career guidance field

4 Teaching and Learning Methods: Formal lectures with critical discuss of evidence and/or critical discussion of illustrations of careers guidance practice presented through videos/dvds; prior access to module specific material using Blackboard Learn; class discussions of problem scenarios contributed from work-based learning and/or personal experience; direct experiences in human interaction labs; supervision of MSc research dissertation (MSc). Assessment Methods: Critical essays relating theoretical understanding to case studies encountered from work-based learning; critical appraisal of personal practice; construction of a research proposal (MSc); completion of a research dissertation (MSc). 11P PROFESSIONAL/PRACTICAL SKILLS P1 Demonstrate ability to carry out skilled guidance interventions in accordance with principles of ethical practice P2 Demonstrate the ability to conceptualise careers guidance problems, formulate hypotheses, and engage creatively in problem solving actions P3 Articulate a theoretical explanation for careers guidance interventions P4 Discuss and reflect on issues of professional and ethical responsibility and accountability within guidance interventions Additionally, a student who is successful in the MSC will be able to: P5 execute sound and informed independent decisions pertaining to research design, data analysis and communicate their conclusions clearly P6 carry out a research plan within a context of acceptable ethical guidelines and make appropriate use of supervision Teaching and Learning Methods: Practice-focused sessions in the Human Interaction Labs with digital recording of interventions with school pupils; work-based learning; personal reflections on practice and consideration of case studies; research supervision (MSc) Assessment Methods: Formal assessment of DVD recordings; field-based assessments of career interventions; personal appraisals of recorded practice; completion of a research dissertation (MSc). 11T TRANSFERABLE SKILLS T1 Demonstrate effective interpersonal communication in individual and group contexts to a range of audiences T2 Utilize information technology in the professional context T3 Summarise and present information (including research findings) to different audiences T4 Demonstrate an ability to engage in self-appraisal, ascertain strengths and weaknesses and identify future development needs

5 Additionally, a student who is successful in the MSC will be able to: T5 Present complex research findings comprehensively in a formal report Teaching and Learning Methods: Practice-based sessions in the Human Interaction Labs; group presentations; workbased learning; research supervision (MSc) Assessment Methods: Recorded practice sessions (individual and group contexts); formal assessment of practice in the field; written essays; self-reflections; completion of research dissertation (MSc).

6 11 PROGRAMME LEARNING OUTCOME MAP Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE TITLES LEVE L Postgraduate Diploma OUTCOMES CODE K1 K2 K3 K4 K5 K6 K7 I1 I2 I3 I4 I5 P1 P2 P3 P4 P5 P6 T1 T2 T3 T4 T5 Psychology of Interpersonal Interaction 7 PSY Human Lifespan Psychology 7 PSY826 Theoretical Perspectives of 7 PSY849 Career Group Work: Skills & Strategies 7 PSY Information Management 7 PSY827 Guidance: Models & Strategies 7 PSY828 Lifelong Learning 7 PSY830 Organisational & Guidance Networks Masters Understanding Research in Careers Guidance 7 PSY831 7 PSY832 Research Dissertation 7 PSY833

7 Professional Learning Outcomes as specified by the Institute of Careers Guidance for the Qualification in Careers Guidance In addition to the main learning outcomes specified by the University appropriate for postgraduate level programmes of study students are also required to meet a number of specified outcomes by the professional body (the ICG) as a condition of receiving Approved Centre Status which enables successful students to be recommended for the Qualification ion Careers Guidance (by the ICG).. The compulsory course modules were designed to ensure that successful completion would indicate a student had met these requirements. The current list of the 16 learning outcomes takes account of minor revisions to the wording set out in the ICG s QCG Handbook 2011/2012. How they are mapped over the course modules can be seen in Table 2 below. The future mapping of QCG Learning outcomes to Postgraduate Diploma modules may require modification pending the outcome of the current ICG review of QCG Learning Outcomes due to report in early Where necessary amendments to learning outcomes and how they map onto proposed course modules will be progressed through the submission CA3 forms. Table.2 Mapping learning outcomes across Postgraduate Diploma modules Module 1 = Psychology of Interpersonal Interaction; 2 = Theoretical Perspectives of Career; 3 = Group Work; Skills & Strategies; 4 = Human Lifespan Psychology; 5 = Information Management; 6 = Guidance: Models & Strategies; 7 = Lifelong Learning; 8 = Organisational & Guidance Networks Learning Outcomes for QCG (as stated by ICG) Course modules LO1 LO2 LO3 LO4 LO5 LO6 Evaluate own values, beliefs and their impact on own practice Understand equality legislation and related codes of practice within career education, information, advice, guidance and development (CEIAGD) Understand the need to provide CEIAGD to each client without prejudice Demonstrate commitment to own training and continuing professional development Appraise own professional practice and identify and use means of support for own development Understand models of career guidance and development and allied theoretical concepts

8 LO7 Understand the contemporary policy issues for CEIAGD in respect employment, education and training LO8 Conduct client-centred career guidance interventions with a range of individuals LO9 Facilitate career-related learning activities in groups with a range of clients and others LO10 Enable clients to access and interpret Information relating to employment, education and training LO11 Manage working relationships LO12 Understand the principles, scope and practice of referral LO13 Work effectively in own organisation and within professional networks LO14 Understand the role that interested parties play in education and career planning LO15 Understand and apply the principles of planning and design of career learning programmes LO16 Gather, organise and use career related information. 12 STRUCTURE AND REQUIREMENTS FOR THE AWARD For the Postgraduate Diploma students are required to complete eight taught modules over one year (full-time) each of which give 15 credit points at level 7, totalling 120 credit points. Successful students must pass all eight modules, where the pass grade is 50% for each module. Students who successfully complete all 8 postgraduate diploma modules may transfer to the Masters programme where they are required to complete two additional modules over one year (part time); Understanding Research in Careers Guidance, worth 15 credit points and a Research Dissertation module worth 45 credit points, giving an overall total of 180 credit points. NB. Students can only transfer to the MSc (PT) when they have successfully completed all eight 15-point Postgraduate Diploma modules. The language of instruction is English.

9 Table 3: Course Structure Diagram Module title Credit level Credit points Module Status Awards Psychology of Interpersonal 7 15 Compulsory Interaction Human Lifespan Psychology 7 15 Compulsory Theoretical Perspectives of Career 7 15 Compulsory Group Work: Skills & Strategies 7 15 Compulsory Information Management 7 15 Compulsory Guidance: Models & Strategies 7 15 Compulsory Lifelong Learning 7 15 Compulsory Organisational & Guidance Networks 7 15 Compulsory PG Diploma Understanding Research in Careers 7 15 Compulsory Guidance Research Dissertation 7 45 Compulsory Masters 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction process; all new entrants to the PG Diploma are briefed during a three-day induction programme. Students are welcomed with a discussion about the course given by the Course Director, detailing the course structure and salient details about the course (as set out in the Student Course Handbook. Students also meet all staff members and have a chance to mingle and feel welcome over lunch. The students are then guided to the library for a full IT and library induction. Sessions that focus on work-based learning are included. The students are offered a tour of the campus and are then guided to the sports hall for official registration business. Course/Subject Director is responsible to the School of Psychology, and the Faculty of Life and Health Sciences for the day-to-day organisation and management of the course. Module Coordinators assume full responsibility for the overall running of their module (s) and operate within the policy laid down by the School. As such, Module Coordinators oversee the process of responding to academic-related enquiries. Most modules have more than one module tutor to deliver the taught components, support student queries and contribute to the assessment process. Advisers of Studies; each student is allocated to a Studies Adviser who is a member of the Course Committee and whose role is to aid the fulfilment of the student s potential. The role of the Studies Adviser is to provide the point of contact for students, and to provide support and guidance on both academic and

10 non-academic matters that are relevant to the student s progress on the programme, to monitor the progress of the tutee, and generally provide advice on aspects of the programme which need additional clarification. Staff Consultation: Students are able to contact the Course Director, Module Coordinators, lecturing staff, administration staff by telephone, , post or in person. Whilst there is a strong tradition of academic staff operating an opendoor policy in Psychology in regard to student support, a more formalised system in which staff display their availability has been introduced which ensures that all students are equally offered the opportunity to avail of help and support. Students are also encouraged to communicate with staff via and to arrange meetings or address any issues suitable to this means of communication. However, all these systems operate side-by-side with great benefit to students. Staff Student Consultative Committee mechanisms; a Staff-Student Consultative Committee is constituted and may meet at least once a semester to discuss issues arising from the operation of the course. It consists of the Course Director, one member of the course team and four student representatives. Ideally, the committee is chaired by a student member and the minutes taken by another. In general, agenda items are proposed by students rather than staff, and the minutes presented to the Course Committee. However, where appropriate, a meeting can be requested, and agenda items forwarded by staff. More frequent consultations also take place on a less formal level between tutors and the student group, particularly as the group is relatively small. Students are encouraged to communicate any concerns or issues that are impacting adversely on their learning with the Course Director, as soon as possible. As this will be possible almost every day, issues can be aired, discussed and action agreed rapidly. Each student has a responsibility to make their views known and given the small group size the need for representatives is considerably reduced. Where issues are raised in this forum and agreed actions are not forthcoming then students have the right to request a formal staff-student consultative meeting to progress the matter. Work-based staff; when students are engaged in work-based learning outside the University they will be allocated a personal supervisor normally based in the workplace. He/she will be an experienced Careers Adviser and will be the initial contact for the student and will ensure that the period of time spent in the field will be as productive as possible. Whilst in the field students will be assessed periodically by work-based assessors who will be experienced careers professionals. Project/Dissertation supervisor: Each student is allocated a supervisor for their dissertation. The dissertation supervisor is responsible for guidance and supervision of the process of carrying out the dissertation in accordance with the guidelines for supervision laid down by the Programme Board.] Academic feedback: Detailed formative and summative structured feedback is provided for all module assignments whether written or practice-based.

11 University-wide resources are available e.g. Personal Development Planning, Careers Development Centre, Information Services Department, Student Support Department, Sport and Recreation Department, International Office, Students Union, Chaplaincy. Central University Provision: The Student Services Directorate provides extensive and professional support for students in a number of important areas, including: Information Services Department Student Support Department Sport and Recreation Department International Office Students Union Chaplaincy Career Development Centre All psychology students are fully informed of these provisions and are encouraged to use them. While student services staff liaise with academic staff in order to provide effective services, their relationship with their clients (the students) is, of course, confidential. 14 CRITERIA FOR ADMISSION For the Postgraduate Diploma applicants must hold a degree in any academic discipline or equivalent or demonstrate their ability to undertake the course through the accreditation of prior experiential learning. Candidates may also be considered if they hold a Postgraduate Certificate, Graduate Diploma, Graduate Certificate or an approved alternative qualification All candidates are required to demonstrate evidence through on-going relevant experience of having the personal qualities necessary to delivery of career guidance and to undertake the course of study. All short listed candidates are interviewed by two members of the course team. Candidates are also required to submit themselves for police checking; commencement on the programme is conditional on this check being returned clear.

12 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING External benchmark standards; as an accredited course centre students are required to meet in full 16 Learning Outcomes as specified by the Institute of Career Guidance. A Course Moderator is appointed by the ICG who liaises with the Course team and students on a regular basis. The extent to which the course meets the Learning Outcomes through the course structure and curriculum is formally appraised every 3 years as part of the Approved Centre Status process managed by the ICG. Views of students in addition to staff/student consultation (considered in 13 above) student views are collected by the University student survey on the quality of teaching and a course specific questionnaire issued on completion of the programme which covers all aspects of the students experience. Views of employers; representatives of the main employer in Northern Ireland (Department of Employment & Learning) are key members of the Course Committee; regular meetings of work-based leaning providers offer on-going opportunities for the exchange of information; Views of external examiners; there are two External Examiners appointed to the programme who meet with the course team and students where views are exchanged verbally and subsequently presented in an Annual report. The content is formally considered by the Course Committee and a response agreed. Student performance data and career progression; statistics related to student module performance and modules designated at risk are made available for considered action; the Career Development Centre undertake an annual survey of student destinations approximately 6 months post-graduation. This information is considered by Course Committee. University processes for initial approval, periodic re-approval and annual monitoring; agreed procedures are set out in the Programme Approval, Management and Review Handbook for new programmes and programmes undergoing review under the 5-yearly revalidation cycle. All courses are reviewed on an annual basis as part of the Annual Subject Monitoring procedure where information as detailed above is considered. Teaching and Learning Committee: At school and faculty levels there are active Teaching & Learning Committees responsible for coordinating developments and initiatives relating to innovative methods of delivery, technology mediated learning, as well as general resource issues. In addition, these committees are responsible for regulating faculty codes of practice relating to course management and delivery Staff appraisal is carried out on a 2 year cycle with attention given to develop needs of individual members of staff

13 16 REGULATION OF STANDARDS Assessment rules Pass mark for modules is 50% For the Postgraduate Diploma a Pass with Distinction requires an overall average of at least 70%. For the Masters degree a pass with Distinction requires an overall average of at least 70% and at least 70% in the Research Dissertation. Where modules include essential careers guidance practice (in interviewing and group work) students must pass each of these assignments (pass mark for each is 50%). External examiners There are two external examiners. External examiners are academic subject or professional experts appointed from outside the University. Their key functions are to contribute to the assurance of the standards of the award and the fair treatment of students. They are involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners. In addition there is an external moderator appointed by the ICG to advise on the delivery of the course and to verify delivery in accordance with national standards and requirements for the professional award (The Qualification in Careers Guidance). 17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING The course is accredited by the Institute of Career Guidance: last review 2009 The outcome of the 2000 QAA Subject Review rated Psychology at the University as excellent (23/24). The Research Assessment Exercise of 2008 showed that The School of Psychology submission had an overall profile of: 5% at 4* (world leading in terms of originality, significance, and rigour), 20% at 3* (internationally excellent), 45% at 2* (internationally recognised) and 30% at 1* (nationally recognised). All members of the teaching team are professionally qualified Chartered Psychologists (BPS) and Registered practitioners in counselling and occupational psychology (HPC); two hold professional qualifications in careers guidance.