PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Gerontology For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit ECTS Any special criteria value equivalent MSc Gerontology 180 90 N/A 3. Nested award Award Title Credit ECTS Any special criteria value equivalent PGCert Gerontology 60 30 Students must take 7SSHM501 Ageing, Health & Society (30 credits) and 7SSHM500 Population Ageing & Policy (30 Credits) PGDip Gerontology 120 60 Students must take all core and compulsory taught modules plus taught options modules to 120 credits 4. Exit award Award Title Credit ECTS Any special criteria value equivalent PGCert Gerontology 60 30 n/a PGDip Gerontology 120 60 n/a 5. Level in the qualifications framework M 6. Attendance Full-time Part-time Distance learning Mode of attendance X X N/A Minimum length of programme 1 year MSc; 10 months PG Dip & 2 years MSc; 22 months N/A
Maximum length of programme PG Cert 3 years MSc 2 years PG Dip & Cert PG Dip & PG Cert 6 years MSc 4 years PG Dip & Cert N/A 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Institute of Gerontology 10. Programme organiser and contact Dr. Mayumi Hayashi Details mayumi.1.hayashi@kcl.ac.uk 11. UCAS code (if appropriate) n/a 12. Relevant QAA subject benchmark/ Professional, statutory and regulatory body guidelines 13. Date of production of specification March 2010 14. Date of programme review 2015/16 Biomedical Science (2007), Social Policy and Administration (2007) and Sociology (2007) 15. Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme i. To foster the capacity for critical analysis, independent judgement and communication at a level commensurate with taught post-graduate study. ii. To provide a multidisciplinary advanced education in Gerontology. iii. To provide an understanding of qualitative and quantitative research methods. iv. To address matters of current social and economic concern about ageing and later life. v. To improve the theoretical and academic knowledge of those working in the field. vi. To develop the skills needed for successful multi-disciplinary, multi-professional and multi-agency work and research with older people.
16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: On successful completion of this programme, students registering for PG Certificate (7SSHM501 Ageing, Health & Society + 7SSHM500 Population Ageing & Policy) will be able to demonstrate: 1. A critical understanding of the challenges faced by ageing populations in maintaining health and wellbeing across the adult lifecourse, the influence of a rapidly changing social context on older people s experience of health, and society s management of health and illness in ageing populations. 2. A critical understanding of demographic, biological and health related aspects of ageing and their individual and societal implications. 3. Ability to evaluate critically and apply debates and theories in in-depth specialist disciplines related to the ageing population and/or older people. For students progressing from the Certificate to the PG Diploma: (additional taught modules to 60 credits) 4. Ability to critically assess the key perspectives, assumptions and outlines of the major research strategies and analytic techniques of a range of research methods. 5. Knowledge and understanding of a range of qualitative and quantitative research methods 6. Ability to evaluate critically and apply debates and theories in a range of in-depth specialist disciplines related to the ageing population and/or older people. For students progressing from the PG Diploma to the MSc: (7SSHM508 Dissertation in Gerontology) 7. The ability to undertake relevant research in an area of ageing and to present findings in a professional manner 8. Acquisition of transferable competences and skills, equipping students for a career as a research professional in the health or broader public service or to proceed to the next stage of a higher degree by research. The programme provides a knowledge and understanding of the following: Knowledge and understanding These are achieved through the following teaching/learning methods and strategies: 1. Fundamental concepts, principles and theories of ageing from a multidisciplinary perspective. 2. Wider gerontological issues and multidisciplinary debates: social policy PGCert Acquisition of 1-2 is through a combination of lectures, seminars, workshops, and practical exercises.
and ageing; social gerontology; ageing & health; healthcare services; population studies; biology of ageing; health policy 3. Principles of research design and methodology commonly used in gerontology and health research. 4. Ethical issues and the management of risk in gerontological and health research. 5. Quantitative and qualitative methods of data collection and analysis. 6. Conducting independent research (MSc only). 7. An appreciation and application of ethical practices in conducting gerontological research (MSc only). PGDip Skills 1 and 2 as per PGCert. Acquisition of skills 3-5 is through a lecture, seminar and workshop based module, with student participation in computer assisted learning (CAL) classes. MSc Skills 1-5 as above. Acquisition of skill 6 is through individual tutorials, dissertation research proposal and supervision of the research dissertation. For skill 7, through supported engagement with the College's ethical approval processes. Throughout the programme all students are encouraged to undertake independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject. Assessment: PGCert & PGDip For skills 1-5, by coursework essays, unseen examination, and student presentations designed to assess students knowledge and understanding of key processes and their ability to sustain a critical argument. MSc Skills 1-5 as above For skills 6 and 7, completion of a dissertation. Intellectual skills: The ability to: 1 Identify and solve problems. Skills and other attributes These are achieved through the following teaching/learning methods and strategies:
2 Analyse and interpret data. 3 Reason and evaluate critically. 4 Design and conduct an original piece of research and discuss its implications (MSc only). Intellectual skills are developed through the teaching and learning programme outlined above. Analysis and problem solving skills are further developed through an examination of refereed journal articles and through student presentations of key issues and debates. MSc Only Research skills are further developed through individual tutorials, dissertation research proposal presentation and supervision to discuss dissertation projects. Assessment: Analysis and problem solving skills (1-2) are assessed through essays and an unseen written exam. The student s ability to reason and evaluate critically (3) is assessed in essays and an unseen written exam. MSc Only Research skills (4) are additionally assessed through the dissertation. Practical skills: The ability to: 1. Present written findings in a professional manner. 2. Identify and source relevant literature and primary research material. 3. Use appropriate information technology. 4. Apply appropriate research designs and methodologies to research questions in gerontology. These are achieved through the following teaching/learning methods and strategies: Practical skills are developed through the teaching and learning programme which in the specialist modules makes use of coursework and presentations using IT appropriately as an adjunct to oral delivery. Skills 1-3 are developed through all aspects of the course. MSc only Skills 4-7 in particular are developed
5. Undertake the collection, statistical analysis, and interpretation of quantitative data. 6. Collect, code, analyse and interpret qualitative data. 7. Retrieve, synthesize, and effectively present information from a variety of sources. through preparation of the dissertation, which is also key to the acquisition of a high standard of presentation (skill 1). Assessment Practical skills are formally assessed by coursework. MSc only Assessment is additionally through completion of a dissertation Generic/transferable skills: The ability to: 1. Tackle problems in a rigorous and open-minded fashion, in a spirit of critical enquiry. 2. Develop effective and sustainable learning skills. 3. Manage tie and input to best effect in fulfilling individual assignments. 4. Make effective use of IT. 5. Write clear and well-focused reports. These are achieved through the following teaching/learning methods and strategies: Generic and transferable skills are developed throughout the teaching and learning programme outlined above and specifically through individual assignments in all modules. MSc only Skills 1-5 are additionally developed through undertaking a dissertation. Assessment: Skill 1 is assessed by performance on assessed coursework and, in the case of some modules, by unseen written examinations. Generic and transferable skills, particularly skills 2-5, are informally assessed primarily through coursework assignments, and skill 2 through classroom discussions. MSc only All skills are additionally assessed through completion of a dissertation.
17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines a. The Biomedical Science document (2007) emphasises integration of the knowledge base of various key disciplines to further understanding of research, diagnosis and management of a clinical disorder and the role of epidemiology in the identification of risk and protective factors associated with disease development and of the latest major advances in the scientific understanding of human health and disease. These are addressed through Knowledge and Understanding, Skills 3 and 4 and Intellectual Skills 2 and 3. b. The Social Policy and Administration (2007) document stresses the rigorous linking of theoretical analysis with empirical enquiry and the interaction and inter-dependence between theory and the operation and impact of social policies. These are addressed through Knowledge and Understanding, Skill 1, and Intellectual Skills 1 and 2. c. The Sociology document (2007) refers to an understanding of the nature and appropriate use of diverse research strategies and methods and of the relationship between individuals, groups and social institutions. These are addressed through Knowledge and Understanding, Skills 1 and 5, Intellectual Skills 2, 3 and 4 and Practical Skills 1-4. d. Generic/transferable skills are embedded in the programme and applicable to all disciplines. 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N/A Which is the lead department and/or School?
19. Programme structure See Programme Handbook for modules to be taken If a Masters programme, are level 6 credit levels permitted within the programme? 15 credits at level 6 are permitted Maximum number of credits permitted with a condoned fail (core modules excluded) 30 for MSc (15 for PG Diploma and PG Certificate) Are students permitted to take any additional credits, as per regulations A3? No Are students permitted to take a substitute module, as per regulations A3? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) PG Diploma: Students must take all core and compulsory taught modules plus taught options modules to 120 credits PG Certificate: Students must take 7SSHM501 Ageing, Health & Society (30 credits) and 7SSHM502 Population Ageing & Policy (30 Credits) Students who hold the Diploma of Geriatric Medicine are exempt from 60 taught credits of MSc Gerontology. We have reorganised our timetable so that there is now a clash of modules for DGM students taking the core module. We have changed the core module Population Ageing and Policy for DGM students only from September 2012, so that they can take either Population Ageing and Policy, or Ageing, Health and Society as their core module. Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. N/A
20. Marking criteria The College generic criteria for assessment of postgraduate work apply to the assessment of this programme, with the addition that no mark in any module may fall below 40%. 21. Will this Programme Board of Examiners report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here The Programme Board of Examiners will continue (Gerontology) 22. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be Professor Christina Victor, Brunel University 24. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements All sessions are taught in Strand or Waterloo main buildings, which are accessible to students with disabilities. Teaching staff are located in a building which is also accessible to students with disabilities. There are a number of ways in which staff provide more general pastoral care to students with disabilities. All students have one member of the Department s academic staff as their Personal Tutor. Because of the small size of the Department (three permanent members of academic staff, all of whom teach on the Programme), students report communication with staff as excellent. Staff liaise with the School s disability advisor, on any issue affecting a disabled student. All students have access to Student Welfare Services.