University of Kent at Canterbury s10

UNIVERSITY OF KENT

Module Specification

1. The title of the module Developing as a Research Degree Supervisor (UN813) This is a revision of an existing module.

2. The School which will be responsible for management of the module Unit for the Enhancement of Learning and Teaching

3. The Start Date of the Module Autumn term 2008 (for next presentation)

4. The cohort of students (onwards) to which the module will be applicable. Those registered on the Postgraduate Certificate in Higher Education programme from 2007 onwards.

5. The number of students expected to take the module 10-30 per year

6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal None to be withdrawn

7. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]) M (FHEQ Level: 7)

8. The number of credits which the module represents 15

9. Which term(s) the module is to be taught in (or other teaching pattern) The PGCHE is a flexible programme and the module may be offered throughout the academic year and in any term.

10. Prerequisite and co-requisite modules There are no prerequisite and co-requisite modules but those wishing to take this module should normally be currently, or have prior experience of, undertaking research student supervision, or be actively involved in a supervisory team in their school.

11. The programmes of study to which the module contributes Postgraduate Certificate in Higher Education.

12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes At the end of the module, successful participants will be able to:  Evaluate critically approaches to teaching and supervision in order to support research students’ educational attainment and professional development (supports PLO A1, B1, B2, C1, C2, C6);  Apply to their practice the principles of providing appropriate support to individual students on academic and pastoral issues (supports PLO A5, B1, C3, C6, D2);

 Use and justify an appropriate range of methods to monitor and assess student progress and attainment (supports PLO B1, C2, C4);  Evaluate their practice in the assessment and examination of research study (supports PLO A5, B1).

13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes At the end of the module, successful participants will be able to: Reflect critically upon their own practice and plan for their future needs and continuing professional development as a supervisor (supports PLO A4, A6, C5, D1, D3, D4).

14. A synopsis of the curriculum This module offers existing supervisors, or those in a supervisory team and expecting to become a lead supervisor, the opportunity to develop and enhance the essential skills required for the adequate training and support of research students. As well as providing appropriate training, this course provides a forum for the recognition, discussion and resolution of problems encountered during supervision. It develops expertise and recognises the effort and contribution that the supervisor makes to the training, development and success of their research students. Participants will be encouraged to review in context their current practice in preparation for submitting a piece of work reflecting critically upon their own and their school’s practice. Indicative topics are: types of research degree, the training and skills agendas, the supervisory relationship, academic and pastoral support for a diverse student body, assessment and the examination process, and variations across the sector in practice under these topics.

15. Indicative Reading List Delamont, S., Atkinson, P. & Parry, O. (2004) Supervising the Doctorate: a Guide to Success: Open University Press Hinchcliffe, Richard (ed.) (2007) Skills training in research degree programmes, Open University Press Murray, Rowena & Pearce, Lynn (2004) How to Examine a thesis, Open University Press Scott, David; Brown, Andrew; Lunt, Ingrid & Thorne, Lucy (2004) Professional doctorates: integrating professional and academic knowledge, SRHE & Open University Press Tinkler, Penny & Jackson, Carolyn (2004) The Doctoral Examination Process: A Handbook for Students, Examiners and Supervisors, Maidenhead: Open University Press/SRHE.

16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes There will be 15 hours of classes, comprising a mixture of tutor and guest speaker led lecture, seminar discussion, workshop activity, participant led presentation. There will be 135 hours of independent study: this will include reading literature, conducting the assignment and unsupervised peer discussion, both face-to-face and online, allowing for reflection by participants on effective supervision, from the point of view both of the student and the supervisor, and for the development of some of the ideas generated during the classes. In the scheduled classes and independent study and discussion, participants from the range of disciplines will explore the similarities and differences between their respective research supervision experiences and practices, working towards achieving the learning outcomes through being informed by the framework of critical interdisciplinarity.

17. Assessment methods and how these relate to testing achievement of the intended learning outcomes Participants will compile a 3000-4000 word portfolio, which will reflect critically on their own supervisory practice and professional development needs and which will address the indicative topics in a broader context.

18. Implications for learning resources, including staff, library, IT and space Staff and teaching space are available for this module. Library resources for the PGCHE are currently under review and the demands of this module are being incorporated into the library budget for the 2008-09 academic year onwards.

19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities UELT recognises and has embedded the expectations of SENDA, and supports students with a declared disability or special (educational) need in its teaching. Within this module there will be large print option on all course materials, facilitation of sound equipment where necessary, and wheelchair access to all teaching venues if required. Additional or substitute materials or teaching modes for dyslexic students, if such needs are declared, will be provided. UELT will liaise with the DDSU in order to provide specialist support where needed.

Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"

...... Director of Learning and Teaching Date

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Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"

...... Head of School Date

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