Postgraduate Diploma in Careers Guidance (with the Qualification in Career Guidance)/Masters in Careers Guidance

Transcription

1 B1 PROGRAMME SPECIFICATION COURSE TITLE: Postgraduate Diploma in Careers Guidance (with the Qualification in Career Guidance)/Masters in Careers Guidance 1 AWARDING INSITUTION University of Ulster/ICG 2 TEACHING INSTITUTION University of Ulster 3 LOCATION University of Ulster at Magee 4 COURSE ACCREDITED BY Institute of Career Guidance (ICG) 5 FINAL AWARD Postgraduate Diploma/Masters in Careers Guidance (University award) & Qualification in Careers Guidance (ICG award) 6 MODE OF ATTENDANCE Full time (PG Diploma/QCG) Part time (Masters) 7 SPECIALISMS None 8 COURSE CODE F122PM/F524PM 9 LAST UPDATED: Academic Year 2006/07 10 EDUCATIONAL AIMS AND OBJECTIVES OF THE COURSE 10.1 Broad aims of the course The major aim of this programme is to educate and prepare students to a level of capability in the provision of careers guidance that will enable them to start work as careers practitioners. In general, students, on completion of the proposed programme, will display a substantial degree of mastery of a complex and specialised area of knowledge and skills related to careers guidance, will employ advanced specialised skills to engage in professional level activity to acceptable ethical standards and will accept personal responsibility for related decision-making and subsequent consequences. In terms of learning outcomes the programme will ensure that students can: 1 critically review and evaluate complex and specialised areas of knowledge and skills related to career guidance; 2 critically reflect on evidence from a wide range of sources; 3 transfer theoretical mastery to the conduct of professional activity;

2 4 consider alternative theoretical explanations for situations encountered; 5 utilise theoretical comprehension and self-reflection as the basis for problemsolving and self-development; 6 exercise appropriate and informed judgement in a range of complex situations related to the delivery of guidance interventions; 7 demonstrate expertise in highly specialised professional careers guidance skills and strategies; 8 accept personal accountability and responsibility for decisions taken and subsequent consequences within course and career-related contexts; 9 demonstrate understanding and expertise in research skills; 10 conduct research in a career-related area and communicate results appropriately. From the professional perspective of the Institute of Career Guidance and as an outcome of meeting the descriptors listed above, on completion of the course students will: 1 understand the implications for professional practice of their own values and those of their employer, clients, and society; 2 be reflective guidance practitioners; 3 have the necessary knowledge, skills and attitudes to plan, conduct and evaluate guidance interventions; 4 have the underpinning knowledge of theory and policy to manage the guidance context; 5 effectively utilise networks and support clients; 6 contribute to the planning, delivery, provision and development of Careers Education and Guidance (CEG) 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.

3 11 MAIN ACADEMIC LEARNING OUTCOMES The course provides opportunities for students to achieve and demonstrate the following learning. 11K K1 K2 K3 K4 KNOWLEDGE AND UNDERSTANDING OF: relevant paradigms, frameworks and theories related to careers development and choice, to the delivery of guidance interventions and/or to related research salient government policies (eg, social exclusion) and key legislation principles of curriculum planning, design and delivery the research process, familiarity with a wide range of data gathering and generation methods, basic quantitative and qualitative analysis, and reporting (Masters only). Teaching and Learning Methods Primarily through lectures with integrated discussion and use of examples. Reflection on work-based learning and personal experience supports the transfer of learning and the application of theory to practice. Assessment methods Written essays with critical appraisal; case studies. 11I I1 I2 I3 I4 I5 INTELLECTUAL QUALITIES OF: critical evaluation of career-related theories and allied theoretical concepts constructing and defending a balanced argument relating theoretical understanding to practical applications in careers guidance contexts utilising theoretical understanding in decision-making and problem-solving in professional careers guidance activities analysis, synthesis, objective evaluation of complex issues related to career choice and guidance interventions Teaching and Learning Methods Lectures with integrated discussions form the main method. Students will be encouraged to bring personal and work-based learning experiences into these discussions to both support and challenge a range of points of view. Students are required to undertake small group presentations on specified topics and/or issues. Discussion of videotaped practice in lectures with respect to theoretical frameworks, and work-based learning experiences will promote learning,. Assessment Methods Written essays offering critical appraisal of theories, of self and related topics.

4 Case study assignment. 11P P1 P2 P3 P4 P5 PROFESSIONAL/PRACTICAL SKILLS OF: Conducting client-centred guidance interviews with a range of individuals Conducting client-centred group activities with a range of clients Engaging in critical self-reflection regarding the impact of personal values and beliefs on practice Engaging in practice that is in line with professional codes of practice Demonstrating awareness of own professional competencies (and limits) and using means of support/supervision for their development Teaching and Learning Methods Skill-based teaching with school pupils (years 10-13) from local schools; all performances are video-recorded and feedback given and received in small practice groups (for interviewing and small group work). Work-based learning provides opportunities to observe, assist and discuss practice and offers opportunities for students to undertake interventions and to give and receive constructive written and/or verbal feedback. Opportunities to engage in critical self-reflection are central to the learning process. Assessment Methods Assessment of practice videotapes (interviewing and small group work) using structured schedules. Assessment of field-based practice by work-based assessors using (the same) structured schedules. Written self-reflections and appraisals indicating strengths, weaknesses and future learning needs. Generation of evidence for inclusion in portfolio 11T T1 T2 T3 T4 TRANSFERABLE SKILLS OF: Developing of a range of interpersonal communication skills Writing for different purposes to a variety of audiences Awareness of possible roles within a group and ability to choose the most appropriate role in a given situation Identifying sources and uses of data and information, data analysis, evaluating and using information Confidence in their own abilities and self-worth Show initiative and self-responsibility Commitment to continuing professional development

5 Teaching and Learning Methods Skill teaching (as above) related to individual and group contexts with self-, peer-, participant, and tutor feedback on a formative basis Structured feedback on written assignments Consideration of work-based learning opportunities and personal life experiences form an essential medium for promoting transferable learning as does the overall climate created in the learning environments. It is critical that all students feel able to express their experiences and points of view freely for constructive exchanges to take place. Assessment Methods Assessment of practice videotapes (initially focusing on interpersonal skills) and the provision of constructive structured feedback. Range of written assignments requiring information research and presentation Research dissertation (Masters only)

6 11 PROGRAMME LEARNING OUTCOME MAP Psychology of Interpersonal Interaction Theoretical Perspectives of Career Group Work: Skills & Strategies Human Lifespan Psychology Information Management Guidance: Models & Strategies OUTCOMES Level Code: PSY K1 K2 K3 K4 I1 I2 I3 I4 I5 P1 P2 P3 P4 P5 T1 T2 T3 T4 3 New X X X X X X X X X M New X X X X X X 3 544M1 X X X X X X X M 826M1 X X X X X M 827M2 X X X X X X X X M 828M2 X X X X X X X X X X Lifelong Learning M 830M2 X X X X X X X X X X X X X Organisational & Guidance Networks M 831M2 X X X X X X X X Understanding Research in Careers Guidance Research Dissertation M 832M1 X X X X X M 833M4 X X X X X X X X

7 12 COURSE STRUCTURE AND REQUIREMENTS FOR THE AWARD Summary statement The Postgraduate Diploma in Careers Guidance requires one year of full time study covering eight core modules each of 15 credit points, with six modules at level M and two at level 3. The modules comprise University-based teaching integrated with periods of workbased learning. The proposed programme is accredited by the Institute of Career Guidance for the award of the Qualification in Careers Guidance, a nationally accredited qualification for work in the careers guidance field. Successful students must pass all eight modules which total 120 credit points at Postgraduate Diploma level. Students may opt to continue for a further year of part time study to obtain a Master of Science Degree in Careers Guidance. This entails completion of the Understanding Research in Careers Guidance module (15 credit points) and a 10-12,000-word research dissertation (45 credit points). Course Structure diagram Postgraduate Diploma in Careers Guidance (full time) Semester 1 Module 1 Module 2 Module 3 Module 4 Psychology of Theoretical Group Work: Human Life- Interpersonal Perspectives of Skills & Span Interaction Career Strategies Psychology Credit points Level 3 M 3 M Semester 2 Module 5 Module 6 Module 7 Module 8 Information Guidance: Lifelong Management Models & Learning Organisational & Guidance Networks Strategies Credit points Level M M M M Masters in Careers Guidance (Part time) Module 9 Module 10 Module 11 Module 12 Understanding Research in Careers Guidance Research Dissertation Credit points Level M M

8 Course structure integrating University based teaching with work-based learning in the Postgraduate Diploma in Careers Guidance (full time) Semester 1 Work-based learning (Careers Office 1: approx. equivalent number of days devoted to each module) Semester 1 Psychology of Interpersonal Interaction Theoretical Perspectives on Career Group Work: Skills & Strategies Human Life- Span Psychology Semester 2 Work-based learning (Careers Office 2: approx. equivalent number of days devoted to each module) Semester 2 Information Management Guidance: Models & Strategies Lifelong Learning Organisational & Guidance Networks The total number of days available for work-based learning is a maximum of 27 days per semester. Each day represents approximately 6 hours of study. In each semester the maximum total is comprised of 2 days per week for 11 weeks (that is, 22 days) plus one full week (that is, 5 days).

9 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways. 1 Induction process 2 Course Director 3 Advisers of Studies 4 Staff-student consultation 5 Careers Development Centre 6 Information Services Department 7 Student Support Department 8 Sport & Recreation Department 9 International Office 10 Students Union 11 Chaplaincy 14 CRITERIA FOR ADMISSION TO THE COURSE Applicants must satisfy the University s general entry requirements and specific requirements for admission to the course which are detailed below: Admission to the Postgraduate Diploma in Careers Guidance Applicants must: (a) have gained (i) (ii) an Honours or non-honours degree from a University of the United Kingdom or the Republic of Ireland, from the Council for National Academic Awards, the National Council for Educational Awards, the Higher Education and Training Awards Council, or from an institution of another country which is recognised as being of an equivalent standard; or an equivalent standard in a Postgraduate Certificate, Graduate Diploma, Graduate Certificate or an approved alternative qualification; and (b) provide evidence of competence in written and spoken English (GCSE grade C or equivalent); or as an alternative to (a) (i) or (a) (ii) and/or (b): (c) In exceptional circumstances, where an individual has substantial and significant experiential learning, a portfolio of written evidence demonstrating the meeting of graduate qualities (including subject-specific outcomes, as determined by the Course Committee) may be considered as an alternative

10 entrance route. Evidence used to demonstrate graduate qualities may not be used for exemption against modules within the programme. (d) (e) show evidence through on-going relevant experience of having the personal qualities necessary to delivery careers guidance and to undertake the course of study. All candidates before being admitted are required to undergo a POCVA (Protection of Children and Vulnerable Adults) check undertaken by the Faculty. All offers of places are conditional on a successful outcome. Permission from candidates is sought during selection. Admission to the Master of Science Degree in Careers Guidance Applicants must normally: (i) have achieved an average mark of at least 50% in the Postgraduate Diploma in Careers Guidance 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF LEARNING AND TEACHING Annual Subject Monitoring Module & Course Evaluation (by student discussion and questionnaire) Staff-Student Consultation External Moderation (by Professional Body) External Examining Students Progress Student Complaints Procedure 16 REGULATION OF STANDARDS Assessment rules 1 Pass mark for course, modules and individual assessments = 50% 2 For the Postgraduate Diploma a Pass with Distinction requires an overall average of at least 70%, with a mark of at least 70% being achieved in specified modules amounting to 60 credit points that is, in four modules). 3 For the Masters Degree a Pass with Distinction requires an overall average of at least 70%, with a mark of at least 70% being achieved in modules amounting to at least 90 credit points, including the Dissertation.

11 4 Where modules include core practice outcomes, students MUST pass the practice elements that contribute to the overall module performance. 5 All modules are non-condoneable. External Examiner(s) There are 2 External Examiners appointed to the course. In addition, there is an external moderator appointed by the Institute of Career Guidance to advise on the delivery of the course and to verify delivery in relation to the national standards and requirements for the professional award (QCG). 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 marking undertaken by internal examiners, they engage with students, and are invited to attend the Course Committee meetings and the Board of Examiners. 17 INDICATORS OF QUALITY RELATING TO LEARNING AND TEACHING 1 During the previous Quality Assurance Assessment visit (March, 2000) Psychology at the University of Ulster achieved a score of 23 out of a maximum of 24. This is rated as excellent. 2 The Postgraduate Diploma in Careers Guidance is accredited by the Institute of Career Guidance. Approved Centre Status was renewed in 2006 for 3 years. 3 As an outcome of the last (December, 2001) Research Assessment Exercise members of staff making key contributions to this programme received ratings of 3a (for staff entered with Communication staff) and 3b (for Psychology). Since restructuring of the University all key staff have moved into the School of Psychology and may contribute to this research unit in the future exercise (in 2008). 4 The delivery of the curriculum and the meeting of the specified learning outcomes will be substantially enhanced through the partnership between the University, the Department for Employment and Learning and the Institute of Career Guidance.