Community Learning and Development (Full Time) MSc

This module aims to enable students to conceptualise critical pedagogies in relation to the values, principles, philosophies and theories that underpin critical community practice. The module is designed to encourage students to apply critical analysis, evaluation and synthesis to key concepts, philosophies and principles of critical community practice. It is based on a blended learning model with a constructivist and inquiry based approach to teaching and scholarship. It is designed to encourage scholarship, and engaged critical thinkers who are able to undertake informal education methods in different settings.

Core Module: Research Methods for Professional Enquiry (PD50177)

(Credits: 30)

The purpose of this module is to introduce you to research methodology and methods. In the course of the module you will develop an appreciation of what is entailed in conducting research in a professional field. The module content will follow the stages of research, starting with the research problem/question through to the presentation of findings. This module is also intended to prepare you to progress on to a small scale enquiry and to begin to think about the academic research process and the task of developing and conducting a research study.

Core Module: Dissertation (PD50206)

(Credits: 60)

The culmination of a Masters programme is a substantial piece of work which will contribute to the development and enhancement of professional knowledge and practice for the writer and others across a range of professional fields. Students are expected to show that they can exercise independent critical judgement and that they have command of the necessary research processes required to carry forward and report a systematic investigation, either empirical or philosophical. They are also required to show that they can apply what they have learned through their studies to set up a project which will inform research or will explore an aspect of practice. A study of this professional standing and worth must be well planned and resourced, engage with research and public theories, be critically reflective and explore the assumptions that underpin practice.

Optional Modules

The optional modules available to students include the following:

Leadership, change and Organisational Development (PD50175)

(Credits: 30)

This module introduces participants to the concept of leadership and its role within strategic development, organisational learning and communities of practice. Participants will explore and critically appraise the significance of leadership, its relation to management and impact on organisational development. With reference to current literature and research, participants will examine theories of leadership and how leadership differs from management within organisations. It also asks participants to explore the key principles of vision and values, culture and climate. Participants will be asked to consider personal and professional values and the notion of a systems view in the context of guiding organisational change.

Collaborative Working (PD50214)

(Credits: 30)

Students will be able to critically analyse different approaches to collaborative working and the factors impacting on their effectiveness. They will also be able to evaluate collaborative inquiry methodologies. Students will have the opportunity to work with, and learn from, professional peers from a wide range of backgrounds across the Masters Framework. The module assessment will be tailored to student’s prior experiences and professional expertise.

Reflecting Upon Practice (PD50189)

(Credits: 30)

The module aims to provide participants with a framework to enable them to reflect critically on their professional development and their current practice, and as a result enable them to formulate an appropriate professional development action plan.

The module will introduce participants to a professional development model that involves: reflecting on their personal and professional development; engaging with the debates and professional enquiries that have led them to their professional thinking, philosophies and views; reflection upon their current approaches and learning and teaching practice; a self-evaluation of professional development needs and directions.

Innovation in Education (PD50192)

(Credits: 30)

This module will allow participants to investigate the development of education and curriculum and consider relevant theoretical models. This will include consideration of what constitutes innovation in education backed up with reference to relevant theory, research and policy. Students will engage in critical analysis of the political, socio-economic, cultural, historical and technological factors that drive and influence educational reform. During the module students will evaluate recent examples of educational innovation and critically evaluate the effectiveness or potential effectiveness of these drawing on theory, research and policy. Ultimately there will be a consideration of implications for the student's future practice in light of a deeper understanding of the subject of innovation within education.

Decision Making (SW50017)

(Credits: 30)

This module allows students to evidence their critical understanding of, and competence in, making and communicating decisions in complex situations within their practice. Students will draw on ethical, legal, research and risk-related knowledge and will evidence an integral commitment to social justice and an understanding of the potential for oppression within neo-liberal risk practices.

Caring within Integrated Services (SW50018)

This module provides students with a critical insight into health and social care integration. Students study the theoretical and policy context of the changing landscape of social care in Scotland along with international perspectives.

International Education (PD50194)

(Credits: 30)

This module provides practitioners the opportunity to develop their professional knowledge and understanding, skills and attributes in relation to International Education. It provides a critical understanding of principal theories and concepts associated with International Education. Students explore this field by studying key concepts such as citizenship, intercultural awareness, multicultural education, international and comparative education. The focus of the course enables practitioners to develop a school/work-based initiative related to International Education by providing an overview and reflecting on their own international, national and institutional policy and practice context.

The courses are built on adult learning principles and you will be encouraged to make links with the experience, knowledge and skills that you bring to the course. Students are expected to be able to be self-directed in their learning whilst benefitting from the support and contributions of academic staff, professional partners and service users and carers.

The curriculum is delivered through a range of teaching and learning methods including:

• Taught inputs from academic staff and practitioners
• Problem solving and research tasks individually and in groups. This will involve collaborating with students from a range of disciplines.
• Supervised research dissertation, with an option for a work-based project.
• Tutor and peer support
• Online materials – discussion boards, academic activities, core materials and signposts to literature.

• Reflective and critical essays
• Case studies and scenarios
• Problem solving
• Oral presentations
• Dissertation