Higher Education Practice - PgCert, Academic Professional Apprenticeship, PgDip, MA
- Mode of study
- Part time
- Start date
- September 2021
- Subject Area
- FEES (2021/22 academic year)
Higher Education Practice is a one year part-time programme designed to support participants to develop and explore their academic practice as an educator in UK Higher Education.
- Opportunities to reflect on teaching practice and engage in scholarship of learning and teaching
- Develop your network of professional contacts
- Engage in asynchronous and synchronous learning, and celebrate your achievements in our teaching and learning showcases.
About the course
The Higher Education Practice Programme is aimed at individuals teaching and supporting learners in higher education, looking to develop as higher education practitioners.
The programme enables participants to become part of a community of practice and is accredited by AdvanceHE (previously Higher Education Academy), benchmarked to descriptor 2 of the UK Professional Standards Framework.
There are two routes to apply for the programme:
On receipt of an Expression of Interest Form from those looking to apply for the programme, our team will check route eligibility and confirm with the relevant application process.
Please note: both routes offer the option to progress with your studies as follows:
- Postgraduate Diploma in Higher Education Practice (Year 2)
- MA in Higher Education practice (Year 3)
The programme consists of two core modules. Upon completion of the two core modules, you will receive the PGCert and can choose whether to progress your studies for the PGDip/Masters. A further award of the first year programme is Fellowship of the Higher Education Academy (HEA).
Teaching Reflectively in Higher Education, EDU 40128, 30 Credits
Delivered in Semester 1, Year 1
This module instils principles and techniques of reflective practice that will help successful graduates to become resourceful and critical developers of teaching and learning in higher education learning contexts. The module will develop a critical rationale for practice that is grounded in theoretically informed understanding, experience gained from reflection on critical incidents, professional values and policy contexts.
Design and Development in Higher Education, EDU 40129, 30 Credits
Delivered in Semester 2, Year 1
This module helps teachers bring their teaching practice (skills, knowledge and values) up to descriptor 2 of the UK Professional Standards Framework and provides the opportunity to explore the process of designing, implementing and evaluating the introduction of a pedagogical approach in practice. They do this by developing a critical rationale for practice in the context of both general and discipline-specific educational theory, communities of practice, a range of policy contexts, exploring their own practice in relation to technology enhanced learning and the potential contribution technology can make to learning and teaching in HE.
Supporting Learning, Research and Scholarship with Technology, EDU-40134, Year Two, 30 credits
Delivered in Semester 1, Year 2
The aim of this module is to enable participants, as reflective Higher Education practitioners, to explore how technology can be used to enhance and develop their teaching, scholarship, and research practice.
Developing Innovation in Practice, EDU-40136, Year Two, 30 credits
Delivered in Semester 2, Year 2
In this module, participants are invited to critically reflect on their own practice and to identify opportunities to innovate for quality enhancement and inclusivity, and then to lead, design, implement and evaluate an innovation project. For those wishing to progress on to the third year, this module also acts as a bridge to the Action Research/Dissertation module.
Action Research Project, EDU-40017, 60 Credits
Delivered in Semester 1 & 2, Year 3
The action research module is the capstone of the degree that can be progressed onto after successful completion of the above modules. Students identify an area of practice and plan, undertake and submit a piece of action research demonstrating their development as reflective practitioners, curriculum developers, and pedagogical researchers.
How the course is taught
The programme is delivered through a blend of in-situ and online (live and asynchronous) learning. Live sessions are typically scheduled on Wednesday afternoons. Attendance is monitored and expected. Each workshop is supported by guided online learning, set readings and syndicate group tasks. Students are also expected to undertake independent study and group work with peers on the course.
How you'll be assessed
Each core module has an end of module submission point (January and June) in which the student is expected to submit an assessment. Formative feedback will be given throughout time on the programme for the individual assignments which complete these submissions. Upon completion of the core modules, students receive the PGCert and can choose whether to progress their studies. A further award of the programme is Fellowship of the Higher Education Academy (HEA).
Participants must be engaged in 125 hours of teaching related activity, of which 25 hours must be with students in the classroom and at least 10 hours spread through Semester 1. Teaching related activity in this context may include preparation, assessment, course materials development, attendance at team and programme meetings, course reviews, or any other activity relevant to teaching. Classroom related activity will need to consist principally of lectures, seminars and tutorials, but may also combine elements of on-line delivery.
Participants need to have a teaching mentor (to be allocated by a line manager) and active support from their Head of School or line manager.
Typically hold a first degree
Apart from additional costs for text books, inter-library loans and potential overdue library fines, we do not anticipate any additional costs for this postgraduate course.
Keele University is located on a beautiful campus and has all the facilities of a small town. Student accommodation, shops, restaurants and cafes are all within walking distance of the teaching buildings. This is a very cost effective way to live and to reduce your living costs.
Scholarships and Funding
The University is committed to rewarding excellence and potential. Each year we offer a range of prestigious scholarships;
UK students - more information on scholarships and funding.
Frequently Asked Questions
I previously completed credits on the MA Learning and Teaching in Higher Education/MA Higher Education Practice and would now like to take further credits to build on my qualification - is this possible?
Yes, please contact us to further discuss this option.
Is it possible to Recognise Prior Learning (RPL) towards the programme?
Recognition of Prior Learning (RPL), formerly known as Accreditation of Prior Learning, is the process by which applicants of all ages and backgrounds offset their experiences and achievements against elements of a programme. It is a mechanism to enable the successful completion of University qualifications and follows the principle that students should not duplicate previous learning. The programme will consider RPL applications, and further guidance can be accessed via the University RPL webpages.
Do I have to attend every session?
Attendance is required at the sessions.