Postgraduate Course: Working With Postgraduate Students (EDUA11179)
|Moray House School of Education
|College of Humanities and Social Science
|Not available to visiting students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|This module will focus on teaching, learning and assessment within taught postgraduate programmes and on the supervision of Masters and Doctoral research.
The part of the unit about taught postgraduate modules and courses will consider the distinctive demands of working at Masters level, with groups of students from varied backgrounds and often different knowledge bases, learning strategies and future aspirations. It will explore ways in which overall course design and the interrelationships of teaching, learning and assessment activities can capitalise on the strengths of students to:
- further develop their potential and interest in the disciplinary area
- help them succeed in meeting the course requirements and aspirations
- assist them in becoming more autonomous and self-aware learners.
The other part of the unit will be concerned with clarifying the purposes, pleasures, tensions and key issues in postgraduate research supervision and also with identifying a repertoire of strategies for the achievement of successful outcomes. It will pay particular attention to the processes entailed in supervision and to student perspectives on supervision and will be undergirded by critical review of the research literature. Consideration will be given to the implications of differences in expectations, scale and time frames between Masters and Doctoral dissertations and theses.
Running throughout will be a concern to make use of the available research literature (which is growing but still somewhat 'patchy' as regards Masters study) and to indicate how it may contribute to our understanding of, and practical activities in, this important area of academic work. The course will also encourage participants' engagement with the Researcher Development Framework (RDF).
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Delivery period: 2013/14 Full Year, Not available to visiting students (SS1)
|Learn enabled: No
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Lecture Hours 14,
Online Activities 1,
Feedback/Feedforward Hours 8,
Other Study Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
Summary of Intended Learning Outcomes
|Successful completion of the module will enable participants to:
- gain a critical appreciation of key issues and challenges in working with postgraduate students, taking into account both disciplinary variations
and local contexts;
- develop conceptual frameworks and a range of practical strategies,
making use of the available literature and drawing on their own and
- focus in on a matter of concern to do with either taught Masters courses
or research supervision, identify and critically analyse the central issues,
and make informed suggestions/decisions about appropriate professional responses and strategies.
|The main assessment task will be
- to identify a salient matter of concern related to some aspect of working with postgraduate students in the context of taught Masters courses or Masters or
Doctoral research supervision;
- to engage in an appropriate form of investigative enquiry about the chosen
topic or issue; involving critical consideration and evaluation of the literature
(conceptual and practical, general and subject specific), and perhaps also
involving empirical data gathering and analysis;
- to provide a written account (between 2,000 to 2,500 words) of the light shed by the
investigation on the matter of concern and the implications for future ways
of thinking and acting.
Participants will be encouraged to focus, wherever possible, on a matter of concern that is directly pertinent to their current context in terms of roles, responsibilities and/or practice.
|Pre-course reading, in-course reading and investigative enquiry as well as assignment preparation complement face-to-face teaching/learning activities to a total of 100 notional effort hours.
|Dr Charles Anderson
Tel: (0131 6)51 6656
|Miss Emily Salvesen
Tel: (0131 6)51 6661
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:58 am