PGCAP programme handbook 2016-17 · 2020. 7. 17. · 2 Part A – Programme Information 1. Welcome and Introduction Welcome to the PGCAP programme at Heriot‐Watt University. The

PostgraduateCertificateinAcademicPractice

PGCAP

ProgrammeHandbookV.3September2016(thelatestversionisvalid)

2016–2017

ThePGCAPprogrammeis“committedtoimprovementandinnovation,andoneimbuedwithstrongvaluecommitmentstostudents,theirlearningandthequalityofteaching.”Clegg,p.4091

1Clegg,S.(2009)‘Formsofknowingandacademicdevelopmentpractice’,StudiesinHigherEducation,34,4,403–416.

PartA–ProgrammeInformation........................................................................................................................2

1. WelcomeandIntroduction.......................................................................................................................2

2. PGCAPProgrammeTeam..........................................................................................................................3

3. ProgrammeFoundation............................................................................................................................5

3.1 ProgrammePhilosophy....................................................................................................................53.2 HWUGraduateAttributesandthePGCAP.......................................................................................53.3 ProgrammeUnderpinning:ScholarshipofAcademicPractice.........................................................73.4 ProgrammeApproach&Values.......................................................................................................9

4. ProgrammeOverview.............................................................................................................................10

4.1 ProgrammeAims............................................................................................................................104.2 ProgrammeLearningOutcomes.....................................................................................................104.3 ApproachestoTeaching&Learning...............................................................................................11

5. ProgrammeStructure.............................................................................................................................12

5.1 Course1–Research‐informedLearning&TeachingEnvironments..............................................125.2 Course2–CurriculuminContext:Assessment,Feedback&CurriculumDesign..........................135.3 Year2‐Courses3&4‐ScholarshipofAcademicPracticeI&II......................................................14

6. Assessment.............................................................................................................................................16

6.1 AcademicConvention.....................................................................................................................166.2 RequirementsforAward................................................................................................................166.3 SubmissionandPresentationofAssignments...............................................................................166.4 MitigatingCirc*mstances...............................................................................................................176.5 GrievanceProcedures.....................................................................................................................206.6 ModerationofAssessmentPolicy..................................................................................................20

7. PlagiarismandAcademicMisconductPolicy..........................................................................................21

7.1 AcademicMisconduct....................................................................................................................227.2 AppendicesfromStudentDisciplinePolicyandProcedures..........................................................30

8. RecognitionofPriorLearning.................................................................................................................31

8.1 EvidenceforRPCLandRPEL...........................................................................................................328.2 ApplicationProcess........................................................................................................................33

9. AcademicProgrammeManagement......................................................................................................34

10. AlignmentofthePGCAPwithUniversityStrategies...............................................................................35

10.1 QualityAssurance...........................................................................................................................36

PartB–UniversityInformation.........................................................................................................................37

B1 UniversityPolicyandGuidance...............................................................................................................37

B2 OrdinancesandRegulations...................................................................................................................37

B3 QuickFinderGuidetoAcademicSupportServices.................................................................................37

PartC–Appendices...........................................................................................................................................42

C1 ProgrammeDescriptor............................................................................................................................42

C2 StrategicContextProgrammeMapping.................................................................................................44

C3 GraduateAttributesMapping.................................................................................................................46

C4 StudentLearningCodeofPractice(oncampus).....................................................................................48

PartA–ProgrammeInformation1. WelcomeandIntroductionWelcometothePGCAPprogrammeatHeriot‐WattUniversity.TheprogrammehasbeenrunbytheCentreforAcademicLeadership&Development2(ALD)sinceSeptember2000andwearewelcomingyouintoCohort17.AllofusatALDandthePGCAPprogrammeteamarelookingforwardtoworkingwithyou.

ThePGCAPisatwo‐yearpart‐timeprogramme,whichconsistsoffourcourseswith15creditseachonMlevelSCQF11.Successfulcompletionoftheprogramme(gaining60credits)leadstotheawardofPGCert.TheUKProfessionalStandardsFramework (UKPSF)3 isembeddedwithin theprogramme from thebeginning,andguidesparticipantsthroughtheirstudies,thussupportingtheHeriot‐WattUniversityLearningandTeachingStrategy2013‐20184,which states thatoneof theirPriorityAreas forDevelopment is to “align academicdevelopmentactivitiesforstaffmorecloselywiththeUniversity’sLearningandTeachingStrategyandtheUKProfessionalStandardsFramework.”

TheprogrammeisopentoHeriot‐WattUniversitystaffwhosupportstudentlearning(includingProfessionalServicesstaffwiththisresponsibility),andwhohaveaminimumof10hoursofdirectstudentteachingcontactinanacademicyear.Responsibilitymustalsoincludeformallyorinformallyplanningthecontentofteachingsessions,managingassessment(formativeand/orsummative)andgivingfeedbacktostudents.

OneofthemostpositiveaspectsofthePGCAPisthatitdrawstogetheracademicsfromacrosstheUniversity.Thisnetwork is sopowerfulbecause itgivesyou theopportunity to shareexpectations,experiencesandconceptions of teaching and supporting learning in higher education with people who have differentdisciplinarybackgroundsbutwhoareatthesamestageoftheircareer.Ourexperienceshowsthatparticipantslearnmostfromtheseinterdisciplinaryconversations.

Weaimtoengagewithyouinacriticallyreflectivedialogueofevaluatingyourteachingpracticewithinyourwiderprofessionalcontext.Inrespondingtotheoutcomesofyourevaluationswehopetoengenderacycleofcontinuousprofessionaldevelopmentthatwillguideyouthroughyouracademiccareer.InaccordancewithAcademic Registry’s guidance, this Programme Handbook informs you about the PGCAP, ALD, and theUniversity.Pleasefamiliariseyourselfwiththehandbookand ifyouhaveanyquestions,donothesitatetocontactus.

WewishyouanenjoyableandsuccessfulcareeratHeriot‐Watt,andlookforwardtoworkingwithyouontheprogramme.

NicoleKiparPGCAPProgrammeLeaderCentreforAcademicLeadership&Development

2Formerly'AcademicEnhancement'andbeforethat'EducationalDevelopmentUnit'3n.a.(2011)UKProfessionalStandardsFramework:forteachingandsupportinglearninginhighereducation(UKPSF).Availableat:http://www.heacademy.ac.uk/ukpsf(lastaccessed10.07.2014)4LearningandTeachingBoard (2013)LearningandTeachingStrategy2013‐2018,Edinburgh:Heriot‐WattUniversity.Availableat:http://www1.hw.ac.uk/committees/ltb/lt‐strategy.htm

2. PGCAPProgrammeTeamThePGCAP isdeliveredbytheCentre forAcademicLeadership&Development (ALD).TheCentreaims tosupportandfacilitateteachingandresearchexcellencebytheentireacademiccommunityatHeriot‐Watt.Bycontinuingtodeliverinnovativeandinspiringleadershipanddevelopmentopportunities,weaimtoprovidepracticalwaystohelpaccomplishtheUniversity'sStrategicPlan.

BesidethePGCAP,theCentrerunsUniversity‐widedevelopmentprogrammes‐suchasLEADS,Heriot‐WattCrucible, Research Futures and Heriot‐Watt Engage, whilst also leading prominent national initiatives ‐including ScottishCrucible and the KE ScotlandConference, and forgingnew collaborative activitieswithexternalresearchandHEinstitutions.

“TheCentrehasapivotalroleindeliveringtheUniversity'sLearningandTeachingStrategythroughofferingdevelopmentopportunitieswhichcrossthearbitrarylinesometimesdrawnbetweenteachingandresearch.”ProfJohnSawkins,DeputyPrincipalforLearning&Teaching

Bycontinuingtodeliverinnovativeandinspiringleadershipanddevelopmentopportunities,weaimtoprovidepracticalwaystohelpaccomplishtheUniversity'sStrategicPlan.

The dedicated PGCAP team consists of a programme leader,who also co‐ordinates the courses, and anadministrator.Whilethecoreteamissmall,thePGCAPprogrammeistaughtandsupportedbywiderangeofcolleaguesfromacrosstheuniversity,andexternalsubjectexpertstoshareexpertiseandpractice:

CurrentandformercolleaguesfromacrosstheUniversity,fromacademicSchoolsandProfessionalservices,whoteachseminars,leadworkshops,andthussharetheirexpertise

SchoolLearning&TeachingchampionsinconjunctionwithDirectorsofLearning&Teaching

Externalfacilitatorswithyearsofexperienceintertiaryeducation

ApprovedTeachersandMarkerswithexpertisefromHEIsacrosstheUK

TheDeansoftheUniversityinconjunctionwithAcademicRegistry

Whotocontact

Programme/CourseAdministration ProgrammeAdministrator: [emailprotected]

Programme/CourseAcademicQueries ProgrammeLeader: [emailprotected]

NicoleKiparProgrammeLeaderPGCAP,courseco‐ordinator

Skype:nkiparEmail:[emailprotected]

IamhappytomeetoncampusoronSkype:pleasecontactmebyemail

AcademicProgrammeLeaderinALD

NicoleKiparjoinedHeriot‐WattUniversityinMarch2006,havingpreviouslyworkedinacademicdevelopmentatCanterburyChristChurchUniversityinKentsince2001.SheistheProgrammeLeaderofthePGCAP,andtheco‐ordinatorforitscourses.NicoleisthemainteacherinYear1,andpartoftheinterdisciplinaryteachingteaminYear2.

ShehasbeenextensivelyinvolvedinenhancingcurriculumdesigninHE,andgreatlyenjoyscriticaldiscussionsabout understanding student learning and effective approaches to teaching. Her particular interest istransnationaleducationanddistanceteaching:minimisingtransactionaldistancewhilefosteringpeer‐supportivelearning environments for those involved in supporting student learning across our campuses. Nicole alsodevelopedandleadtheGlobalPDprogrammeforHeriot‐WattUniversity'sApprovedLearningPartners.

Nicoleisapart‐time2ndyearPhDstudentatHeriot‐Watt’sSchoolofTextile&Designengagedinresearch‐ledpractice,andseekingtocontextualisetheBrothersGrimm’sfairytalesthroughhistoricaldress.

LynnGildingProgrammeAdministrator

OfficeLocation:3.05PostgraduateCentrePhone:(0131)4518098or3812Email:[emailprotected]

ProgrammeAdministratorandALDSeniorAdminAssistant

LynnGilding joinedHeriot‐WattUniversity inAugust1999and is theSeniorAdminAssistant forALDandPGCAPAdministrator.LynnperformsalladministrativetasksforthePGCAPProgrammeandotherLearningandTeachingprogrammesandalsoassistswiththedailyoperationofALD.Shehasmanyyears’experienceinadministrativedutiesatHeriot‐WattUniversity.PriortothisLynnworkedfortheCareersServiceandtheCityofEdinburghCouncilEducationDepartment.

3. ProgrammeFoundation

3.1 ProgrammePhilosophyThe programme is deeply embedded in the Scholarship of Teaching & Learning5 (as described below),professionalism in teaching and supporting learning within the HE environment as outlined by the UKProfessionalStandardsFramework(UKPSF)2011,andintheactiveandcriticalengagementwitheducationalliteratureandpractice.Attheheartofparticipants’engagementwiththePGCAP liescriticalreflectionasamarkeroftheprofessional inHigherEducation.6Theprogramme isguidedbytheconceptsofcollaborativelearning,asappliedintheCommunityofInquirymodel7,anddeeplearningastransformation89whichtakesplacethroughinternalconstructionwithinthelearner(cognitiveindependence),andthroughdialoguewithfellow participants and facilitators/teachers (social interdependence) (Garrison & Anderson10). Theprogramme isdesigned toofferchoice inmodeand location tomake itavailable toallstaffwhosupportstudentlearning,inparticularallacademicstaff,regardlessoflocationandlearningpreference.

3.2 HWUGraduateAttributesandthePGCAPWiththekeyaimoftheHeriot‐WattGraduateAttributesbeingthat“throughtheirexperienceatHeriot‐WattUniversity,allstudentswilldeveloptheskillsandqualitiesofthefourgraduateattributes”,thePGCAPhasembeddedthemintotheprogramme.

Participantsaresimultaneouslypostgraduatetaughtstudents,andacademic(orrelated)membersofstaff,thus theGraduateAttributesareof importance to themas teachers ‐ for their students,andas learnersthemselves.

TheHeriot‐WattUniversityGraduateAttributesare:

Specialist

Possessesabreadthanddepthofknowledgeintheirspecialistarea

Applies,throughresearchandenquiry,asystematicandcriticalapproach

Adoptsaninformed,analyticalapproachtoidentifyingandresolvingproblems

Isadeptatutilisingandapplyingknowledgeinpracticaloracademiccontexts

Creative

Demonstratescritical‐thinking,imaginationandintellectualagility

Strivestobeinnovativeandexperimentalinadvancingknowledgeandincreatingsolutions

Isflexibleandabletoadapttorapidlychangingenvironments

Seeksandprogressesopportunitiesforchangeandgrowth

5SeeBoyer(1990)ibid.,andTrigwell,K.,Martin,E.,Benjamin,J.&Prosser,M.(2000)‘ScholarshipofTeaching:amodel’,HigherEducationResearch&Development,19:2,155‐168.6SeeSchön,D.(1983)TheReflectivePractitioner,SanFrancisco:Jossey‐BassandMoon,J.(1999)ReflectioninLearning&ProfessionalDevelopment:Theory&Practice,London:KoganPageandThompson,N.&Pascal,J.(2012)‘Developingcriticallyreflectivepractice’,ReflectivePractice:InternationalandMultidisciplinaryPerspectives,13:2,311‐325..7Garrison,D.R.,Anderson,T.Archer,W.(1999)‘CriticalInquiryinaText‐BasedEnvironment:ComputerConferencinginHigherEducation’,TheInternetandHigherEducation,2:2–3,87–105.8Mezirow, J. and Associates. (2000) Learning as transformation. Critical perspectives on a theory in progress, SanFrancisco:Jossey‐Bass;Mezirow,J.(2003)‘TransformativeLearningasDiscourse’,JournalofTransformativeEducation,1:58;also seeKitchenham,A. (2008) ‘TheEvolutionof JohnMezirow'sTransformative LearningTheory’, JournalofTransformativeEducation,6:104;Entwistle,N.J.andPeterson,E.R.(2004)‘Conceptionsof learningandknowledge inhighereducation:Relationshipswithstudybehaviourandinfluencesoflearningenvironments’,InternationalJournalofEducationalResearch,41,407–428andBiggs,J.(1999)‘WhattheStudentDoes:teachingforenhancedlearning’,HigherEducationResearch&Development,18:1,57‐75.9SeealsoTheQualityAssuranceAgencyforHigherEducation(2013) ‘ChapterB3:Learningandteaching’, in:Codeofpracticefortheassuranceofacademicqualityandstandardsinhighereducation(Codeofpractice),PartB:Assuringandenhancingacademicquality,p.4.Availableat:http://www.qaa.ac.uk/en/Publications/Documents/quality‐code‐B3.pdf(lastaccessed20.07.2014):“Transformationallearninginvolvesaprocessofbecomingcriticallyawareofone'sowntacitassumptionsandexpectationsandthoseofothers,andassessingtheirrelevancebeforemakinganinterpretation.”10Garrison,D.R.&Anderson,T.(2003)E‐learninginthe21stCentury:AFrameworkforResearchandPractice,NewYork:Routledge.

Professional

Isreflectiveandcritical

Actswithintegrityandanethicalapproach,acceptingpersonalresponsibility

Valuesandisadeptatteam‐workingandcollaboration

Communicatesinaconfident,informedandinclusiveway

Isadeptatevaluating,managingandpresentinginformation

Takesonincreasedresponsibility

Hasanappetiteforlifelonglearning

Isreliable,dedicatedandself‐motivated

Global

Isabletoapplytheirknowledgeandskillsininternationalandmulti‐culturalacademicandprofessionalcontexts

Asaglobalcitizen,isawareofandtakesresponsibilityforthesocial,civicandethicalimpactoftheiractions

Appreciatesandrespondstocross‐culturaldiversity

Isawareof,andrespondsto,keychallenges

TheGraduateAttributeshavebeenadaptedforthePGCAP,encouraginglearners‐whoarealsoteachers‐todeveloptheskillsandqualitiesofthefollowingfourgraduateattributes:

• Implementspedagogicalknowledgetolearning&teachingandeducationaldesignintheirdiscipline

• Evaluatesandapplieseducationalresearch,practiceandscholarshiptotheirownacademicpractice

• Takesasystematicandscholarlyapproachtotheirteaching

• Treatsalloftheirstudents&colleagueswithfairness,respect,equality,dignityandautonomy

• Embedsaninclusiveandpositiveinterculturalattitudetoallareasoftheiracademicpractice

• Appliestheirunderstandingofdiverseculturalframeworkstolearningandteaching

• Committedtobeingacriticallyreflective

practitionerasamarkeroftheirprofessionalidentity

• Continuestheirprofessionaldevelopmentthroughouttheircareer

• Dedicatedtoaprofessionaldialoguewithpeersandwillingtooffertheirconstructive

feedback

• Innovatestheirteachinginacriticallyinformedway,adaptingandvarying

approachestobestsuitstudentlearning

• Implementsnewideasandtechniquesandevaluatestheirimpactonlearning

• Proactivelyseeksoutopportunitiesforchangeandinnovation,meetingthemcreatively

3.3 ProgrammeUnderpinning:ScholarshipofAcademicPractice

3.3.1 ScholarshipofTeaching(SoT)Heriot‐Watt isaresearch‐led institution,whichvaluesexcellence inbothresearchand learning&teaching.While the twomain areas of professional academic practice are often regarded as separate, the PGCAPprogramme is instead based on the premise that they are fundamentally interconnected, and aremanifestationsofacademicidentity.ThisunderstandingisexpressedinhowErnestBoyer’s11(1990)modelofscholarshipwaschosentoestablishtheprogrammein.ThetheoreticalframeworkofthePGCAPisacriticalinterpretation of this understanding of scholarship with its four – overlapping ‐ domains of discovery,integration,application,and teaching, summarised inhis conceptofScholarshipofTeaching (SoT),whichauthorshavesincearticulatedastheScholarshipofTeaching&Learning(SoTL).

The programme recognises Academic Practice as integrating these domains of scholarship.While thesedomainsmightappearat firstglanceasdistinctactivities,authors likeBoshier12 (2009)believe thatBoyerwouldnothavewantedhisconceptdisaggregatedinthisway.TrigwellandShale13(2004)remindedusthat“allhighereducators,Boyerimplied,shareacommitmenttoknowledgecreation:teachingandresearchalikeareequallyimportantaspectsofit.”

3.3.2 Research‐teachinglinkagesTheUniversity’sVision14atthecentreoftheLearning&TeachingStrategyis:

Todeliverworld‐leadingresearch‐informededucationandtoberecognisedgloballyforthehighqualityofourgraduates.

ThePGCAPdoesnotconsiderteachingandsupportingstudentlearningasad*stinctareaofacademicpractice,butintegratedintheroleoftheacademic,andasaninterconnectedandjoinedpartofacademicpractice.Theprogrammeunderstandsscholarshipof teachingasembeddingallofBoyer’soverlappingdimensions,andthereforeteachingasthecontextandsetting fordiscovery, integrationandapplication15.Thismeansthatincorporating research‐informed teaching can be seen as the application of scholarship to theoretical orpracticalissues‐whichinreturninformteaching.InFincherandWork’s16(2006)words,“teachingcan[should]includethescholarshipofapplication,integration,andresearch.”

Furthermore,Healey17 (2000) argued that the scholarship of teachingneeds to be developedwithin thecontextofthecultureofthedisciplinesinwhichitisapplied,andthat“thescholarshipofteachinginvolvesengagementwithresearchintoteachingandlearning,criticalreflectionofpractice,andcommunicationanddisseminationaboutthepracticeofone’ssubject.”

ForthepurposeofthePGCAPprogramme,theintegratedmodeloftheScholarshipofTeaching&Learning(SoTL),asdescribedabove,isunderstoodandreferredtoastheScholarshipofAcademicPractice(SoAP)

11Boyer,E.(1990)Scholarshipreconsidered:prioritiesoftheprofessoriate,NewJersey:TheCarnegieFoundationfortheAdvancementofTeaching12Boshier,R.(2009)‘WhyistheScholarshipofTeachingandLearningsuchahardsell?’,HigherEducationResearch&Development,28:1,1‐1513Trigwell,K.&Shale,S.(2004)‘Studentlearningandthescholarshipofuniversityteaching’,StudiesinHigherEducation,29:4,523‐536.14Seealsosection7.1‘AlignmentofthePGCAPwithUniversityStrategy’15Boshier(2009),ibid.16Fincher,R.‐M.&Work,J.(2006)‘Perspectivesonthescholarshipofteaching’,MedicalEducation,40:293–29517Healey,M.(2000)DevelopingtheScholarshipofTeaching inHigherEducation:Adiscipline‐basedapproach,HigherEducationResearch&Development,19:2,169‐189

3.3.3 CriticalReflectionThetermreflectioncouldbeconsideredasarepresentationofhumanconsciousness.Reflectionasprocessoractreferstothemeansbywhichthehumanmindhasknowingofitselfanditsthinking.Suchaprocessisdeeplyembeddedinthecontinuousrelationshipbetweenactionandreflection.Inthissenseonecanconceptualisereflectionastheactionofturning(back)orfixingthethoughtsonsomesubject,inordertolearn.(Higgins,2011,p.58318)

Overone‐hundredyearsago,thekeyoriginatoroftheconceptofreflection,thepsychologistandeducationalreformer JohnDewey19 “concluded that reflection isanactiveand intentional cognitiveprocess involvingsequencesofinterconnectedideasthatinteractwithunderlyingbeliefsandknowledge.”(quotedinThorson&DeVore,2013,p.9020).Since then,many frameworksandvarietiesof interpretationsof the conceptofreflectionhavebeen.

ForthepurposeofthePGCAPprogramme,Hatton&Smith’s21(1995)understandingthat“reflectivethinkinggenerallyaddressespracticalproblemsandoftenrequiresatimeofdisequilibriumandreframingbeliefsandactionsbeforesolutionsare reached” is fitting.AndasRodgers (2002,p.84522)emphasised, reflection isa“complex,rigorous,intellectual,andemotionalenterprisethattakestimetodowell.”

Shaw (2013, p.32023) illuminated the connection between reflection and learning by stating that “Deepreflexivitycan leadtoperspectivetransformation(Mezirow,200024)ortransformative learning(Habermas,197425;Moon,200426).”

ThePGCAPreferstocriticalreflectionthroughouttheprogramme,andthisconceptwillbeexplored fromCourse1onwards.ReflectionisanintegralpartofbeingaprofessionalinHigherEducation,inthatitallowsusto standbackandanalyseourexperience,and critical reflectionencouragesus to lookbeyondand seekanswerstosuchcomplexquestions(Larrivee,2008,p.34227)astothenatureofourframeofreference,ourbeliefs,andhowthesebeliefsandframeworksconditionourpractice.

ThePGCAPaimsforparticipantstocreatetheirownmeaningofreflectivepractice,andengagewith itinaconstructivelycriticalway.

Criticalreflectiveknowingisneitherbehaviouralnortechnical,nottruthestablishingnorcapturedbyadiscipline.Itcritiquesallotherformsofknowledge,andinsodoing,itmovesbeyondmerelyreproducingwhatis.(Habermas,1978,p.4228)

18Higgins,D.(2011)‘Whyreflect?Recognisingthelinkbetweenlearningandreflection’,ReflectivePractice:InternationalandMultidisciplinaryPerspectives,12:5,583‐584.19Dewey,J.(1933)HowWeThink.Arestatementoftherelationofreflectivethinkingtotheeducativeprocess(Revisededn.),Boston:D.C.Heath.20Thorsen,C.A.&DeVore,S.(2013)‘Analyzingreflectionon/foraction:Anewapproach’,ReflectivePractice:InternationalandMultidisciplinaryPerspectives,14:1,88‐103.21Hatton,N.,&Smith,D.(1995)‘Reflectioninteachereducation:Towardsdefinitionandimplementation’,Teaching&TeacherEducation,11(1),33–49.22Rodgers,C.(2002)‘Definingreflection:AnotherlookatJohnDeweyandreflectivethinking’,TeachersCollegeRecord,104(4),842–866.23Shaw,R.(2013)‘Amodelofthetransformativejourneyintoreflexivity:anexplorationintostudents’experiencesofcriticalreflection’,ReflectivePractice:InternationalandMultidisciplinaryPerspectives,14:3,319‐335.24Mezirow, J. and Associates (2000) Learning as transformation: Critical perspectives on a theory in progress, SanFrancisco:Jossey‐Bass.25Habermas,J.(1974)Theoryandpractice,London:Heinemann.26Moon,J.(2004)Ahandbookofreflectiveandexperientiallearning,Abingdon:Routledge.27 Larrivee, B. (2008) ‘Development of a Tool to Assess Teachers’ Level of Reflective Practice,’ Reflective Practice:InternationalandMultidisciplinaryPerspective,9(3):341‐360.28Habermas,J.(1978)KnowledgeandHumanInterests(2nded),London:Heinemann.

3.4 ProgrammeApproach&ValuesThePGCAPcurriculumwasdesignedinameldedapproach(Toohey,199929),taking intoconsiderationfourmain drivers: Schools, University, Professional bodies (HEA), Government (QAA, SCQF). Drivers can beconflicting,andworkingwithaone‐dimensional,inflexiblemodelwasconsideredunsuitable,insteadrequiringan approach that allows the combiningof agendas, constraints, ideologies and resources. The twomainmodelsinthismeldedapproachareToohey’sExperiential(orpersonalrelevance)approach,andtheSociallyCriticalapproach.

Experiential SociallyCritical

Viewofknowledge:Knowledge ismost valued that is personally significantandusefulPGCAP:embeddedinparticipants’ownacademicpractice

Viewofknowledge:Knowledge is constructed within our historical andculturalframeworksPGCAP:embeddedinscholarship(SoAP)andHEcontext

Processoflearning:Climateofrespectbetweenlearners&teachersCollaborationandsupportamongstlearnersAuthenticityandopennessoftheteachers

Processoflearning:DialoguebetweenlearnersandteachersCritiqueofsocialconceptsandinstitutionsPGCAP:transnationaleducationandgloballearning

Rolesoflearners&teachers:Teacher:assistslearnersinself‐regulatingtheirlearningbyfacilitatingseminars,collaboration;providingguidance,accesstoresourcesLearners:plantheirlearningneeds,identifystrategies

Rolesoflearners&teachers:Teacher:assistslearnersinunderstandingwheretheirownviewscomefrom,challengespreconceptions,encouragesotherpossibilitiesLearners:criticallyevaluate,cometotheirownconclusions

Learninggoals:InvolveslearnersintheformulationoftheirlearninggoalsPGCAP:individualfocusbasedonneedsanalysis(Year1)andinterest(Year2)

Learninggoals:Learnersbecomegraduateswhoarecapableofself‐realisationinasocialcontextPGCAP:focusonreflectionthroughoutprogramme

Assessment:Learnerscollaboratewithpeersandcolleagues(Year1)Learnersevaluateacomplexproject(Year2synoptic)

Assessment:Learnerscollaboratewithpeersandcolleagues(Year1)Criticalinquiry&independentjudgment(Year2synoptic)

Table1ComparisonofExperientialandSociallyCriticalModelsaccordingtoToohey,pp.59‐66

3.4.1 EqualOpportunitiesStatementThePGCAPprogramme is foundedontheunderstandingthatequalityofopportunity30 iskeytoacademicdevelopment,andthisbeliefpermeateseverythingtheprogrammestandsforandaimstoachieve.ThePGCAPcherishesthediversityamongstaffandstudentsoftheUniversityandtheopportunitiesthisbrings,and itaimstoenableallstudents/stafftorealisetheirfullpotential.

Theprogrammeaimstocreateanenvironmentinwhichallstudentsandstaffareselectedandtreatedsolelyonthebasisoftheirmerits,abilitiesandpotential,regardlessofsex,colour,ethnicornationalorigin,race,disability,age,sexualorientation,socio‐economicbackground,religionandbelief(includinglackofbelief)orpoliticalbeliefs, tradeunionmembership*rnon‐membership,marital and civilpartnership status, familycirc*mstances,pregnancyormaternitystatus,genderreassignment.

ThePGCAPisinlinewithHeriot‐WattUniversity’sEqualityImpactAssessment(EIA)which“acknowledgesthatequality isnotabout 'treatingeveryonethesame'aseveryone isdifferent.EIA isawayofrecognisingthisshouldbereflectedinthewaythatwework.”31

29Toohey,S.(1999)‘Beliefs,valuesandideologiesincoursedesign’,in:Designingcoursesforhighereducation,SusanToohey,Buckingham:SRHEandOUP,pp.44‐69.30SeeHWUEqualOpportunitiesstatement:http://www1.hw.ac.uk/hr/eo_index.php31Equality&DiversityatHeriot‐WattUniversity:http://www1.hw.ac.uk/equality/index.htm

4. ProgrammeOverviewThe programme isdesignedon postgraduatemasters level 1132 of the Scottish Credit andQualificationsFramework(SCQF33)forpart‐timestudy,withanotionalnumberofstudyhoursof150percourse.Themajorityofthesehourswillbecomprisedofparticipants’ownteachingpractice:theirteachingandsupportofstudentlearningareintegralpartstotheprogramme.

4.1 ProgrammeAimsThe PGCAP programme aims to establish participants’ concepts of learning, and thus of their academicpractice, within the integrated dimensions of the Scholarship of Teaching & Learning (SoTL) which isunderstoodandreferredtoastheScholarshipofAcademicPractice(SoAP).

Itaimstoprovideparticipantswiththeconfidenceto:

planandchooseappropriatestrategiesfromadiversityofteachingapproaches‐includingtechnology

determinewhenandhowinnovationisbeneficialtopromotehighqualitylearning

supportlearningindifferentmodes(locations,levels,roles)throughtheadoptionofkeypoliciesandatheoryandpractice‐informedattitudetoteachingandlearning

knowwheretheirstrengthsandweaknessesarewhilechallengingthemselves.

Theprogrammefurtheraimsforparticipantstoestablishtheirownacademicidentityandpractice(specificallyinLearning&Teaching)asa21stcenturyAcademicwithintheglobalreachofHeriot‐WattUniversityandthecontextofScottishHigherEducation.

4.2 ProgrammeLearningOutcomesUnderstanding,KnowledgeandCognitiveSkills

1. Plan teachingapproachesappropriate to thedisciplinarycontext,mode, location,and leveloflearning,andchooseconfidentlyfromavarietyofsuitableteachingmethods.

2. Demonstratecriticalengagementwithprinciplesofcurriculumdesign,andtheirapplicationoncourseandprogrammelevel,bothconceptuallyandwithindisciplinecontexts.

3. Relatecontrastingassessmentgoalsand functions totheir role ineducationaldesignandhowtheyaffectstudentlearning.

Scholarship,EnquiryandResearch

4. Integrate research in learning and teaching, and determine themost relevant approach toresearchinformedteachingfromtheresearch‐teachingnexus.

5. Evidence adoption of scholarship: integration of research and professional activities in theirteachingandsupportofstudentlearning.

6. Evaluate their learning and teaching practice by choosing appropriate methods andmethodologies.

7. Integratecriticalengagementwitheducationliteratureandpractice,andimplementpedagogicalknowledgetoeducationaldesignintheirdiscipline.

Industrial,CommercialandProfessionalPractice

8. Identifyanddeveloptheiracademicidentityandsituatetheiracademicpracticewithintheglobalenvironmentoftheinstitution,ScottishHigherEducation,andexternalbodies.

9. Evidencetheadoptionofacriticallyreflectiveapproachtotheiracademicpracticeandtheirownprofessionalvaluesinrelationtolearning,teachingandresearch.

32TheQualityAssuranceAgencyforHigherEducationScotland(2014)‘Master'sdegrees’,in:TheframeworkforqualificationsofhighereducationinstitutionsinScotland,p.16.Availableat:http://www.qaa.ac.uk/en/Publications/Documents/FQHEIS‐June‐2014.pdf(lastaccessed20.07.2014)33SCQF(2012)SCQFLevelDescriptors,ScottishCreditandQualificationsFramework.Availableat:http://scqf.org.uk/wp‐content/uploads/2014/03/SCQF‐Revised‐Level‐Descriptors‐Aug‐2012‐FINAL‐web‐version1.pdf(lastaccessed17.07.2014)

Autonomy,AccountabilityandWorkingwithOthers

10. Adopt an inclusive attitude to equality anddiversity34, apply principlesof interculturality andoperateproactivelywithintransnationaleducation.

11. Apply effective strategies to mentoring students, and supervision of student projects andresearch.

Communication,NumeracyandICT

12. Evaluate the relevance of technology and employ appropriate technologies to improve thestudent learningenvironmentandexperience,andappraise thepotentialbenefitsofchangingpedagogicpractice.

13. Engage in professional dialogue with peers through effective communication and by givingconstructive,usefulfeedback.

4.3 ApproachestoTeaching&LearningThePGCAPprogrammecombinesEdinburghcampusandInternationalcampusesparticipantsinonecohort.

Face‐to‐face teaching includesseminarsandworkshopson theEdinburghcampusand theDubaicampus,whichincludesdistanceteachingi.e.thesessionleadermightbeinadifferentlocationandjointheclassviavideotechnologysuchasSkype.Withtheopportunityto joinadistanceteachingsession,whereavailable,thereisgreatflexibilityinhowparticipantsmayengageintheirstudiesandcollaboratewiththeirpeers.

WewillmakeextensiveuseofVISION,theUniversity’sVirtualLearningEnvironment(VLE).YoumusthaveSkypeinstalledonyourcomputer(orotherappropriatesynchronousonlinecollaborationtool,asdirected),andhaveaworkingwebcamandmicrophone/speakers.

ThePGCAPprogrammeisdesignedtoofferchoiceinmodeandlocationtomakeitavailabletoallstaffwhosupportstudentlearning,inparticularallacademicstaff,regardlessoflocationandlearningpreference.Thekeyprincipletosafeguardacademicstandardsacrossmulti‐mode/locationprovisionis,accordingtotheCodeofPracticefortheManagementofMulti‐Location,Multi‐ModeProgrammes(2014)35:

“IdenticalAcademicStandards;DiversityofLearningExperiences”

The educational framework underlying the ever‐evolving programme design and approach to teachingcombinesthreekeyapproachestolearning:

self‐regulatoryskills(Broadbent&Poon36)–SRLStrategies

socialconstructionofknowledge(Broadbent&Poon;Garrison&Anderson37)–PeerLearning

lowtransactionaldistance(Moore38)‐Dialogue

Learningisunderstoodastakingplaceinanintricateinteraction.Responsibilitiesforlearninglie:

notjustwiththestudent,

notjustwiththeteacher,

notjustthedesign,

notjusttheenvironment

34Seealso:TheQualityAssuranceAgencyforHigherEducation(2013)‘ChapterB1:Programmedesign,developmentandapproval: Promoting equality’, in: Code of practice for the assurance of academic quality and standards in highereducation(Codeofpractice),PartB:Assuringandenhancingacademicquality,pp.4‐5.Availableat:http://www.qaa.ac.uk/en/Publications/Documents/quality‐code‐B1.pdf(lastaccessed20.07.2014)andIbid.‘ChapterB3:Learningandteaching’,pp.10‐11.35Heriot‐WattUniversity (2014) Code of Practice for theManagement ofMulti‐Location,Multi‐Mode Programmes,Edinburgh:HWU.Availableat:http://www1.hw.ac.uk/quality/cop‐multi‐location.htm(lastaccessed16.07.2014)36Broadbent,J.andPoon,W.L.(2015)‘Self‐regulatedlearningstrategies&academicachievementinonlinehighereducationenvironments:asystematicreview’,InternetandHigherEducation,27,1‐13.37Garrison,D.R.,Anderson,T.andArcher,W.(2000)‘Criticalinquiryinatext‐basedenvironment:computerconferencinginHighereducation’,TheInternetandHigherEducation,2(2‐3),87‐10538Moore,M.(1997)‘Theoryoftransactionaldistance’,inKeegan,D.,ed.,Theoreticalprinciplesofdistanceeducation,Abingdon:Routledge,22‐38.

5. ProgrammeStructure

Year1:Teaching,AssessingandDesigningtheCurriculumforLearninginHigherEducation

Year1

Year2

Year2:FoundationsofLeadershipinAcademicPractice

Year1Curriculum• Foundationsofacademicpractice:understandinglearning,approachestoteaching,assessing,and

supportinglearningincontext• Integratingresearch‐teachinglinkages,andintroductiontoScholarshipofAcademicPractice• AcademicIdentityincontext:internalHWUprocessesandqualityprocedures,externalitythrough

positioningwithinScottishHigherEducation

5.1 Course1–Research‐informedLearning&TeachingEnvironments

Course1AimsCourse1aimstoprovideparticipantswithanunderstandingofconceptionsoflearning,andthereforewiththeconfidencetoplanandchooseteachingstrategiesfromavarietyofapproachesandtechniques,suitabletosupportlearningindifferentmodes(locations,levels,roles).Thecourseaimstobuildthefoundationforembeddingdisciplineappropriate research‐teaching linkages in theirownpractice.Furthermore itaims toencourageparticipantstoestablishtheirownrolewithintheiracademiccontext,andtoknowwheretheirstrengthsandweaknessesarewhilechallengingthemselves.

Course1LearningOutcomes1. Demonstrateacriticalunderstandingofstudentlearning.2. Formulateteachingapproachesthatfosterstudent learningthroughtheuseofvariousmethods,

including technology, appropriate for their disciplinary context, mode, location, and level oflearning.

3. Reflectcriticallyontheirownacademicpracticeinthelightofresearch‐teachinglinkagesandthescholarshipofacademicpractice.

4. Criticallyevaluateevidencedrawnfromexistingeducationalresearch,scholarshipandpractice.5. Evidencetheadoptionofaninclusiveattitudetoequalityanddiversityintheirsupportofstudent

learning.6. Communicateeffectivelybyengaginginprofessionaldialoguewithpeers,givingconstructive,useful

feedback.

Course1Syllabus

IntroductiontoScholarshipofAcademicPracticeSoAP(integratedSoTL)

TheUKProfessionalStandardsFrameworkandyourownpractice

TheAcademiccontext(HWUandScottishHE)andyourrolewithin

Conceptionsoflearning(deep‐,surface‐,higher‐orderlearningandcognitivedomains)

Approachestoteaching(supportingindependentandself‐regulatedlearning)

Interactiveteachingtechniquesfordifferentgroupsandtypesoflearners

Approachestoresearch‐teachinglinkages/research‐informedteaching

IssuesandopportunitiesofEquality,DisabilityandStudentDiversity

Strategiesformentoringstudents

Course1‐ research‐informedLearning&TeachingEnvironments

Course2‐ CurriculuminContext:Assessment,Feedback&CurriculumDesign

Synoptic:Course3‐ ScholarshipofAcademicPracticeI

Synoptic:Course4‐ ScholarshipofAcademicPracticeII

PGCAP Programme

Course1SummativeAssessment

Individual:CriticalReflectiononSoAP(integratedSoTL)appliedtoownacademicpractice

Part1ofstructuredpeerobservation:planningonsessionlevel

Course1FormativeAssessmentandFeedback

OpportunityforpeerandfacilitatorfeedbackduringMicroteachactivity

Peerandcolleaguefeedbackduringpeerobservation

Seminardiscussionsandonlinedialogue

5.2 Course2–CurriculuminContext:Assessment,Feedback&CurriculumDesign

Course2AimsCourse2aims to introduceparticipantstoaspectsof leadership inLearning&Teachingsuchasdesigningcurriculaandassessingstudents.Itaimstoequipparticipantswithadeepunderstandingofkeyprinciplesofcurriculumdesignforlearning,andwithitkeyaspectsandpurposesofsummativeandformativeassessment,andfeedback.Itfurtheraimsforparticipantstoestablishtheirownroleintheuniversitybyfamiliarisingthemwith learning& teaching related internaluniversityprocessesandexternal requirements,asanacademicwithintheglobalreachofHeriot‐WattUniversityandScottishHigherEducation.

Course2LearningOutcomes1. Demonstratecriticalengagementwithprinciplesofcurriculumdesignbyapplyingthemtocourses

andprogrammeswithintheframeworkofinternalandexternalrequirements.2. Relatecontrastingassessmentandfeedbackgoalsandfunctionstotheirroleineducationaldesign

andapplythesetostudentlearning.3. Designteachingandassessmentactivitiesthatfosterstudent learningandarealignedwithinthe

curriculum.4. Criticallyevaluateevidencedrawnfromexistingeducationalresearch,scholarshipandpractice.5. Employ principles of interculturality to their own practice and operate proactively within

transnationaleducation.6. Communicateeffectivelybyengaginginprofessionaldialoguewithpeers,givingconstructive,useful

feedback.

Course2Syllabus• Curriculumdesignprinciples(curriculumalignment,values,approaches,modelsandframeworks)• Keyaspectsofsummativeandformativeassessmentandfeedback• Designingsummativeandformativeassessmentandfeedbackactivitieswithinthealigned

curriculum• Designinglearningactivitieswithinthealignedcurriculum• WritinggoodLearningOutcomesandAims• Curriculumincontext:internalHWUprocesses(e.g.HAPS,qualitystandards)andexternalfactors

(e.g.accreditingbodies,QAAsubjectbenchmarks,SCQFleveldescriptors)• Interculturalityandtransnationaleducation

Course2SummativeAssessment• Collaborative(e.g. interdisciplinary,multi‐location)LearningDesignProject,which investigatesan

areaofthecurriculumandengagescriticallywitheducationalliterature.• Part2ofstructuredpeerobservation,planningoncourselevel(alignedcurriculum)

Course2FormativeAssessmentandFeedback

• Peersupportduringcollaborativedesignproject• Seminardiscussionsandonlinedialogue

5.3 Year2‐Courses3&4‐ScholarshipofAcademicPracticeI&II

Year2CurriculumInquiryintoacademicpractice:criticalevaluationoflearning&teaching.

Courses3 and4 inYear2are linked synoptically toallowparticipants toevidenceengagementwith thescholarshipofacademicpracticeingreaterdepthandbreadth.TheQualityAssuranceAgency(QAA)describedsynopticassessmentinthe2011editionoftheQualityCode39assuch:

Anassessmentthatencouragesstudentstocombineelementsoftheirlearningfromdifferentpartsofaprogrammeandtoshowtheiraccumulatedknowledgeandunderstandingofatopicorsubjectarea.Asynopticassessmentnormallyenablesstudentstoshowtheirabilitytointegrateandapplytheirskills,knowledgeandunderstandingwithbreadthanddepthinthesubject.

Synopticassessmentsuitstheinquiryintoaspectsofparticipants’practice,byallowingittotakeplaceoverthewholeacademicyear,thusencouragingdeep learningthroughhorizontalandvertical integration.TheincentiveforsynopticallylinkingthecoursesinYear2isthefocusonin‐depthanalysis,criticalevaluationandsynthesisofa‘newtopic’thatbringstogetherknowledgeandskillsfromthetwopreviouscoursesinYear1,andgoesbeyondtodevelopnewandoriginalthoughts.

AimsCourse3and4aimtoestablishparticipants’conceptsoflearning,andthusoftheirteachingpractice,withinthe integrateddimensionsoftheScholarshipofTeaching&Learning(SoTL)(understoodandreferredtoastheScholarshipofAcademicPractice(SoAP)). Itaimstogiveparticipantstheopportunityto investigate in‐depthatopicoftheirchoice inthefieldoftheirownacademicpracticeandthusto laythefoundationforleadership in learning & teaching. The course aims to imbue dedication to continuing professionaldevelopment in relation to their academic practice, and a desire to communicate their learning withcolleagues.

LearningOutcomes1. Criticallyevaluateanareaoftheirlearningandteachingpracticebysystematicallyundertakingan

educationalinquiry.2. Justifythechoiceofunderlyingtheoreticalframeworkandthemethodsthatderivedfromit,e.g.

datagathering,researchinstruments,anddatatype.3. Applyanethicallysoundapproachtotheinquiryfrominceptionthroughtocompletionand

disseminationoffindings.4. Relatepriorunderstandingoflearningandthecurriculumtothechoseninquiryintotheiracademic

practice,andproduceoriginalthoughts,ideas,processes,applications,recommendations,etc.toimprovestudentlearning.

5. Justifyalignmentofthedataanalysismethodtoinquirydesignanddeveloptheirargumentsbasedonthecriticalinterpretationofevidence.

6. Integratecriticalengagementwitheducationliteratureandpractice,andimplementpedagogicalknowledgetoeducationaldesignintheirdiscipline

7. Evidencetheadoptionofscholarshipbyintegratingresearchandprofessionalactivitiestobenefittheirstudents’learning.

8. Continuetheirprofessionaldevelopmentbydisseminatingtheirfindingssuccessfullytoawideraudience.

Syllabus

Positioninginparadigm:ontology,epistemology,methodology

Designinganinquiry:frameworksandinterrelationships

Developingtheinquiryquestionandchooseappropriatedatasources

Inquirydesign:criticallyevaluatinglearningandteaching

39TheQualityAssuranceAgency(2011)‘ChapterB6:Assessmentofstudentsandaccreditationofpriorlearning’,in:UKQuality Code for Higher Education, Part B: Assuring and enhancing academic quality , p.24. Available at:http://www.qaa.ac.uk/assuring‐standards‐and‐quality/the‐quality‐code/quality‐code‐part‐b(lastaccessed20.07.2014)

Approachingethicalconsiderationsandcompliance

Choosingandjustifyingmethodsofdatagathering:inquirytools

Approachestoanalysingdata:understandingqualitativedata

In‐depthanalysis,evaluationandsynthesisofaninquirytopicthatbringstogetherpriorlearning

LeadershipinLearning&Teaching:integratingtheScholarshipofAcademicPractice

DisseminatingfindingsandinnovatingpracticeinHigherEducation

PosterPresentationofanacademicinquiryinaninternationalsetting

Year2SummativeAssessment:InquiryintoAcademicPractice

Theinquiryshouldbeplannedandsufficientlyrigoroustoproducefindingsthatareofusetoyourselvesandfortheinstitutionandbeyond(e.g.microlevel–colleagues,tomacrolevel–acrossHeriot‐WattandbeyondtotheHigherEducationsector).

Exploreonerelevantareaofyourpracticeinclosedetailandkeepthestudysmall.Theoutcomesoftheinquiryshouldbeapplicabletoyourownworkcontext.Theinquirydesignincludeschoiceoftheoreticalframework,developmentofinquiryquestion,designofinquirytoolsandjustification,ethicalconsiderationsandapproval,datagatheringanddataanalysismethodsderivedfrominquirydesign.

Summativeassessmentfor30creditsonSCQFM11,thisencompasses:

• 4.1PosterPresentationofinquiryapproachandfindingsatPGCAPForuminApril2017(10–max.15minutes)

• 4.2c.3000writtenwords(e.g.scholarlyreport)

Notionalstudyhours:300(10hourspercredit)

Course3&4FormativeassessmentandFeedback

OverthecourseofstudyinYear2,severalpointsofformativeassessmentandfeedbackopportunitieshavebeendesignedintothecurriculum.

Formativemilestonesmustbecompletedtoprogressfurtherandontothenextstep.

6. AssessmentTheassessment regulations follow those forotherPostgraduatecourses in theUniversity,except foroneadjustmenttotheHeriot‐WattUniversityAssessmentandProgressionSystem(versionJanuary2015):as iscommonincoursesforacademicstaff,gradingisonapass/referbasis.

Assessment involves a series of coursework assignments,which relate to the learning outcomes of theprogramme, and directly to the attainment of the learning outcomes of the course being assessed. Allassignmentsshouldbeembeddedintheparticipants’own,subjectspecificpracticeinteaching,learningandresearch.

Course Assignment Requirement

YEAR1SEMESTER1

Course1

Individual:CriticalReflectiononSoAP(integratedSoTL)appliedtotheirownacademicpractice

Pass/Refer

Part1ofstructuredpeerobservation:planningonsessionlevel

YEAR1SEMESTER2

Course2

Collaborative(e.g.interdisciplinary,multi‐location)LearningDesignProjectonanaspectofthecurriculum

Pass/Refer

Part2ofstructuredpeerobservation,planningoncourselevel(alignedcurriculum)

YEAR2

Course3&Course4

SynopticAssessment:

Inquiryintoacademicpractice

Pass/Refer

6.1 AcademicConventionParticipants are expected tomakes consistently use of appropriate academic conventions and academichonesty,andtocommunicateinfluentacademicwritingby:

usingcoherent,conciseandcohesiveexpressionbyadheringtoEnglishconventions

integratingawiderangeofrelevant,scholarly literature(genericanddiscipline‐specific)tosupportjustificationofviews

accuratelyreferencingallsourcesusingtheHarvardconvention

Seealso:7. PlagiarismandAcademicMisconductPolicy

6.2 RequirementsforAwardAll assessedworkmustbe creditedwith apass inorder topass theprogramme and achieve theAward(PGCert).

Assessmentwillbebasedonanungradedpass/refersystem.Allpartsof thecourseassessmentwillbearequirementfortheaward(e.g.formativeassessmentinsynopticCourse3).YouwillqualifyfortheawardofPostgraduateCertificate inAcademicPractice ifyoupassallfourcourses.TheCertificatefitstheUniversity(andnational)awardstructureof60creditsonSCQFlevel11(Masterslevel),with15creditpointsattributedtoeachcourse.

6.3 SubmissionandPresentationofAssignmentsAllassignmentsaretobesubmittedelectronically,ideallyinWordformat,orinRTF.AssignmentsaretobesubmittedelectronicallythroughVISIONontheduedate.YouwillbeaskedtosubmitviaTurnitIn.

Assignmentsmusthavethecoursespecificassignmentinformationonthefirstpage,includingasaminimum:

Participantname

Courseforwhichtheassignmentissubmitted

Numberandassignationoftheassignment(e.g.1.1CriticalReflection)

Titleoftheassignment(e.g.“Reflectionsononlinefacilitation”)

ThereferencingstyleshouldbetheHarvardSystemofCiting&Referencing.Itisexpectedthatassignmentswilladherestrictlytostyleconventions.TheUniversityLibraryprovidesessentialinformationandguidance.

ReturnofAssignments

Coursemarkers are committed to providing feedback on your assignments as immediately as ispossible.Inmostinstances,thiswilloccurwithinthreeweeks,inlinewithuniversitypolicy.

MissingAssignmentDeadlines

You are expected to submit assignments by the specified date. In exceptional circ*mstances anextensionmay be granted by the course co‐ordinator, and you should contact them in the firstinstance.This isonlypossible inYear1 (Course1andCourse2)andyouneedtocompleteaLateAssignmentRequestformavailableonVISIONbeforetheduedate.

InYear2, togainanextension to the summativeassignmentsubmissiondeadlineof thesynopticassessment(typicallyattheendofsemester2inAprilofthecalendaryear),youarerequiredtofollowtheUniversity’sMitigatingCirc*mstancesprocess.

Non‐submissionofAssignments

Failuretosubmitassignmentswithintheallowedtimeframe(asdescribedabove)willbehandledasareferral,withre‐assessmentopportunitiesgrantedasdescribedbelow.

Re‐AssessmentOpportunities

IftheProgressionBoarddecidesthatacandidatebereferredinanycourse,thenthecandidateshouldnormallybegiventheopportunitytoretakethatcourse.TheBoardofExaminersmaygivespecificdirectionsonthenatureoftheworktoberesubmitted.Thecoursedoesnotnecessarilyhavetoberetakenwithattendance.TheproceduresforappealarecontainedinRegulation36.

AsecondreferralmaybeallowedatthediscretionoftheBoardofExaminers.

6.4 MitigatingCirc*mstances

Context:Heriot‐WattUniversityPolicies

AcademicRegistry (July2014)PolicyonMitigatingCirc*mstances inRelation toAssessment.Document8.Heriot‐WattUniversity.http://www1.hw.ac.uk/committees/ltb/resources/mc‐policy.pdf

A University policy has been developed on Mitigating Circ*mstances in relation toAssessment.ThispolicyappliestoallHeriot‐Wattstudentsandallformsofassessment,andcovers all modes and locations of study. Its purpose is to set out processes andresponsibilities for dealing with mitigating circ*mstances in relation to assessment(includingexaminations)sothatthereisanopenandtransparentprocedure,aswellastoprovideaframeworktoensurethatallstudentsaretreatedequally irrespectiveoftheirmodeofstudy,locationorSchool.

Thepolicyalsostatesthat“Inallsuchcirc*mstancesitistheresponsibilityoftheHeadofSchooltoensurethat appropriate action is taken.” The PGCAP is delivered by the Centre for Academic Leadership &Development,whichisanApprovedServiceUnit,andtheprogramme’sacademicprocessesrunthroughtheSchoolofManagementandLanguages(SML).ThismeansthattheDirectorofLearningandTeaching(DLT)inSMLhasregularlytakentheroleoftherepresentativeoftheHeadofSchoolwhereappropriate,suchasattheBoardofStudies(seeOrdinance36).

LearningandTeachingBoard(January2015)rev.ed.distributedMay2015.Heriot‐WattUniversityAssessmentand Progression System (Undergraduate and Postgraduate Taught Programmes). Document 5.http://www1.hw.ac.uk/registry/resources/haps.pdfSection3.4Re‐assessment:

3.4.3Inexceptionalcirc*mstances,ifastudentispreventedbyillnessorotherapprovedmitigatingcirc*mstancesfromundertakingorcompletinganassessmentorre‐assessment,afurtherassessmentorre‐assessmentmaybegrantedbytheProgressionBoard.

3.4.4Theformatofthere‐assessmentwillbeasspecifiedbytheSchoolortheappropriateexaminerorasdetailedinthecoursedescriptor.

PolicyonMitigatingCirc*mstancesinRelationtoAssessment.Document8.(seeabove)

Therearecirc*mstanceswhich,throughnofaultofthestudent,meanthattheassessment(whetherexaminationsorother typesofassessment)hasnotaccuratelymeasured thestudent’sabilityorelsecouldnotbecompletedinatimelymanner.

6.4.1 Acceptablecirc*mstancesformitigationThePolicylistsacceptablecirc*mstances(section1.1)asincluding:

Significantillnessoraccidentaffectingthestudent

Bereavement–deathofacloserelativeorsignificantother

Significantadversepersonalorfamilycirc*mstances

Othersignificantexceptionalfactorsthatareoutsidethestudent’scontrol(e.g.JuryService,althoughstudentassessmentswouldnormallybeareasonforastudenttobepermittedtostanddown),orforwhichthereisevidenceofstresscaused

Circ*mstancesaffectingtheUniversity’sabilitytoschedule,setordelivercoursesand/orassessments,includingmarkingofassessments,e.g.staffparticipation in industrialaction,orproblemsaffectinginfrastructureorITsystems

Severeadverseweather,politicalunrestornaturaldisaster

6.4.2 ProcessAccordingtothePolicyonMitigatingCirc*mstances(section3),whenastudent[PGCAPparticipant]believesthatmitigatingcirc*mstances,e.g.significantillness,haveaffectedtheirperformanceinassessment,itistheirresponsibilitytoinitiateactionbyinformingtheSchool[PGCAPProgrammeLeader].ThisbusinessisroutinewithintheUniversityandcanbedelegatedbytheHeadofSchool[asoutlinedabove,inthecaseofthePGCAPthiswouldnormallybetheDLTinSML].

While the Policy onMitigating Circ*mstances stipulates that the School should form a committeewithresponsibilityforsuchmatters(the‘MitigatingCirc*mstancesCommittee’whichisappointedbytheHeadofSchoolfrommembersofstaff)itisfeltthatthiswouldbeinappropriateforthePGCAPprogrammesinceallstudents(participants)aremembersofstaffandconfidentialitymightbecomeunmanageable.

ForthespecificpurposesofthePGCAPprogrammemitigatingcirc*mstanceswillbediscussedanddecidedbetween the representativeof theHeadofSchool (DLT) throughwhich theprogramme runs itsacademicprocesses(SML),thePGCAPProgrammeLeader,andthePGCAPCourseTeacherswhereappropriate.

ThePolicyfurtherstatesunder‘3Mitigatingcirc*mstancesaffectinganindividualstudent’that:

Inallcasesindependentdocumentaryevidence,suchasmedicalcertificates,mustbeprovidedtoverifymitigatingcirc*mstances.

6.4.3 ApplicationAccordingtothePolicyonMitigatingCirc*mstances(section3.3),tohavetheircirc*mstancesconsidered,thePGCAPparticipantshouldcompletetheofficialapplicationformandsubmitit,withsupportingevidence,e.g.amedicalcertificate,tothePGCAPOffice(LynnGilding,PGC3.02,EdinburghCampus,CentreforAcademicLeadershipandDevelopment).

Officialapplicationformavailableat:http://www1.hw.ac.uk/committees/ltb/ltb-policies.htm#M

Theapplicationformandsupportingevidencemustbesubmitted inasealedenvelopemarked ‘MitigatingCirc*mstances, Private and Confidential’. Thiswill then be date‐stamped and forwarded to the PGCAPProgrammeLeader,tobediscussedbytheappropriatepeople(seeaboveunder‘Process’)forconsideration.

The Policy (section 3.4 and sub‐sections) further states that the form and supporting evidencemust besubmittedassoonaspossible(normallywithinfiveworkingdaysforon‐campusstudents,unlesstheHeadofSchoolornomineeacceptsalatersubmission)aftertheeventsunderconsiderationoccurand,ifrelatingtoexaminations, within five working days of the end of the examination diet. In the case of the PGCAPprogramme,thisshouldoccurassoonaspossiblewithin/afteranygivendeadlinesorextensions.

6.4.4 Decision‐makingandOutcomeThe Policy (section 3.7) explains that the Committeewill take into account the following factorswhenconsideringanapplication:

• Seriousnessofcirc*mstances;• Evidencepresented;• Amountofworkaffectedbythecirc*mstances;• Any results achieved under the circ*mstanceswhich are inconsistentwith unaffectedperiodsof

study.

Furthermore, (section 3.9) the Committee should report to the ExamBoardon the impact ofmitigatingcirc*mstances and make a recommendation as to the action to be taken. The rationale behind anyrecommendationsmadebytheCommitteeshouldbeminutedtoprovideconsistencyovertimeandsothattheCommittee’srepresentativeontheExamBoardcanrefertotherationaleduringtheBoard’sdecision‐makingprocess.Minuteswillnotbesharedwith theBoardandany informationprovidedverballywillbetreatedinstrictestconfidencebytheBoard.

TheExamBoardmaytakedecisionsrelatedtocredit,progressionandaward.ThePolicyrecognises(section3.10) that it is expected the Exam Board will normally accept the recommendations of theMitigatingCirc*mstances Committee, since the Committee has had access to full documentary evidence and hasscrutinisedthecaseindetail.

ThePGCAPProgrammeDescriptor(FormP10,dateofrevisionApril2015)states:

TheassessmentregulationsfollowthoseforotherPostgraduatecoursesintheUniversity,except for one adjustment to the Common Assessment and Progression System: as iscommon in courses for academic staff, grading is on a pass / refer basis.Assessmentinvolvesaseriesofpracticalactivities,whicharealignedwiththelearningoutcomesofthecoursebeingassessed.Allassignmentsrelatetotheparticipants’ownpracticeinteaching,learningandresearch,andarecoursework‐based.

Taking thepass/refergrading intoconsideration,and thatassessmentweighting is100% coursework, thefollowingpossiblecoursesofactioninboldfortheExamBoardmayapplytotheprogramme(section3.11.1andsub‐sections):

Ifexamination/assessmentwasmissedduetomitigatingcirc*mstances,theBoardmayrecommendoneofthefollowing:

• Studentisexaminedatnextdietas1stsitting;• Newexaminationpaperisset;• Different assessment task is considered (any new assessment taskmust be comparable to that

missed,therebyensuringequitabletreatmentofallstudentsandtheassuranceofstandards),

Ifmitigatingcirc*mstancesaffectedperformance inassessment/examinationordelayedthesubmissionofassessment,theBoardmayrecommendoneofthefollowing:

• Removeanypenaltynormallyappliedforlatesubmission;• Modifygradesinoneormorecoursestoreflectexpectedperformancebasedonotherassessment;• Modifygradesinoneormorecoursestofacilitateprogression/award;• Retakeassessmentwithanopportunitytoimprovethegrade.

Any alternativeassessmentorexamination activity shouldbeprovided as close to theoriginaldate as ispractical. Theboardof examiners’decisionwillbe communicated to theparticipant as soon aspossible,informingthemiftheirapplicationhasbeensuccessfulandthatareassessmentopportunityhasbeenoffered.

6.4.5 ConfidentialityConfidentialityistakenveryseriously,especiallyinthecaseofthePGCAPprogrammewhereparticipantsarestaffandthereforecolleagues.ThePolicyaffirms(section2):

Theconfidentialnatureofinformationprovidedbystudentsinsupportofanapplicationforconsiderationofmitigatingcirc*mstanceswillberespectedbyHeriot‐WattUniversity in

compliancewithdataprotectionlaw.Confidentialinformationwillonlybesharedwiththerelevant individualswithin theUniversity on a ‘need to know’ basis, all ofwhom arerequiredtokeepapplicationssecurelytoavoidunauthorisedaccessorotherbreachesofinformationsecurity.Theapplicationandanysupportingevidencemustbesubmittedinasealedenvelopemarked‘MitigatingCirc*mstances,PrivateandConfidential’.

Section3.9andemphasisedabove:“MinuteswillnotbesharedwiththeBoardandanyinformationprovidedverballywillbetreatedinstrictestconfidencebytheBoard.”

ProcessDiagram

Student‐facinginformation:Mitigatingcirc*mstancesinrelationtoassessment:http://www.hw.ac.uk/students/studies/examinations/mitigating‐circ*mstances.htm

6.5 GrievanceProceduresAnygrievancerelatedtothecourseshouldnormallybeaddressedwiththeProgrammeLeader,NicoleKipar.Wherethisiseitherinappropriateornotpossible,studentsshouldcontacttheHeadofSchoolofManagementandLanguagesthroughtheDirectorofLearning&Teaching(thePGCAPprogrammereportsthroughSML).

6.6 ModerationofAssessmentPolicyHeriot‐WattUniversity(February2014)CodeofPracticefortheManagementofMultiLocation,Multi‐Mode,ProgrammesPart2:ManagementandAssuranceofQualityandStandards.40

Principle2.12:ModerationofAssessmentTheUniversitymustputinplacerobustandtransparentpoliciesandprocessesforthemoderationofassessmenttoassureitselfandexternalorganisationsofthemaintenanceofacademicstandardsandtheconsistent,fairtreatmentofstudentsacrossthewidevarietyofitstaughtprovision.AllSchoolsmusthaveaformalmoderationpolicytoensurethatthereisequivalencebetweenassessmentactivitiesonanygivencourse.Thisshouldincludeequivalence:overtime;betweendifferentauthors;acrossdifferentactivitiesthatmaybeusedindifferentlocations;betweendifferentgraders/markers;betweendifferentlanguages.EachSchool'smoderationpolicymustadheretotheUniversity'sPolicyontheModerationofAssessment.

6.6.1 SMLmoderationofassessmentpolicySchoolofManagementandLanguages(2013)LearningandTeachingHandbook.Definition:

Moderationisdefinedhereasthereviewingofasampleofscriptsthathavebeenmarkedbyanothermemberofstaff.Thepurposeofmoderationistocheckforfairness,consistencyandequivalenceofstandardsbetweencourses,campusesanddeliverymodes.

Firstandsecondmarkingisdefinedhereasthemarkingofthesamescriptbytwomembersofstaffindependently,asperprojectanddissertationmarking.

AsperSMLCodeofPractice,theManagingCourseLeadermaydelegatetasksamongstthecourseteamonanycampus,includingthesecondmarking/moderationprocess.Moderationshouldinclude(pp.2‐3):

• Thewholeexaminationorcourseworkassignment(notspecificquestions);• Arepresentativespectrumofmarks;Allborderlinesandasampleoffails;and• Anyscriptsidentifiedaslikelytobethesubjectofdiscussionatafinalexaminers'meeting

40Availableat:http://www1.hw.ac.uk/quality/resources/cop‐qualitystandards.pdf

ContactPGCAPProgrammeLeader

Completeapplication

form(includingevidence)

SubmittoPGCAPOfficeinsealed

envelope

MeetingofMitigatingCirc*mstanc

esCommittee

Committeerecommendstoexamboard,

whichtakesdecision

Responseto

participant

p.3:“ModerationmustcomplywiththeSMLmoderationpolicyandtheSMLcodeofpracticeonmaintainingqualityandconsistencybetweencampuses.”

AnemailfromtheDLTofSML,BillJackson,from26.02.15stated:“Markersandmoderatorsshouldreferto[themarkingscheme]whenmarking/moderatinginordertoassureconsistencyofapproachandfairnessofmarking.Moderatorsshouldnotrefertoothercourseorassessmentmarkingschemes.Thereisofcourseroominthemoderationprocessforcross‐comparisonofstandardsbetweencoursesinordertoensurethatcoursesofthesamelevelareofequivalentstandard.Theexternalexaminercanalsomakethiskindofinput.”

Disagreementinsecondmarkingandadjudication

TheLearningandTeachingHandbookfortheSchoolofManagementandLanguagesstates:

p.15:“Where issuescannotberesolvedbetweencolleaguestheDirectorofTeachingandLearningandtheDeputyDirectorofTeachingandLearning(Dubai)andProgrammeDirectorshouldbeinformedinadvanceoftheExamBoard.”

p.19Dissertationexample:“Ifthedissertationmarkerscannotagree,thisshouldbereferredtotheDirectorofLearningandTeachingwhowillappointa3rdmarkertoadjudicatestandards.TheExternalExaminershouldnotbeusedasa3rdmarker.”

Ifa*greementcannotbe reached thena thirdpersonwillbeappointed toadjudicate.Thiscannotbe theexternalexaminer.AphonecallwiththeDLTofSML,BillJackson,on24.02.15confirmedthattheSMLpolicyinthecaseofdisagreementonamarkbetweenfirstmarkerandsecondistopullinathirdmarkerwhotakesbothtranscripts intoaccount(notthirdmarkingwithoutaccesstopreviousfeedback).Shouldthisstepnotresultinaconsensus,thentheDLTistobecontacted,todiscussfurthersteps.

7. PlagiarismandAcademicMisconductPolicy

StudentDisciplinePolicyandProcedures(relevantareasfromthedocument)http://www.hw.ac.uk/students/doc/discguidelines.pdf

StudentDisciplineProcedures

1. Introduction2. DefinitionsofMisconduct3. CategoriesofDisciplinaryOffencesandProceduresforPreliminary1. Consideration4. ProceduresfortheConsiderationofMinor(Non‐Academic)Offences5. ProceduresfortheConsiderationofCategoryB(Academic)Offences6. AppealsforMinor(Non‐Academic)OffencesandCategoryB(Academic)2. Offences7. ProceduresfortheConsiderationofMajor(Non‐Academic)Offencesand3. CategoryA(Academic)Offences8. AppealsforMajor(Non‐Academic)OffencesandCategoryA(Academic)4. Offences9. IndependentReview10. Penalties11. RecordsandReports12. ModificationofProcedures13. FurtherInformation14. TariffofPenaltiesforAcademicandNon‐academicMisconduct15. FlowChartOutliningAppealProcesses

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1.13StandardofProof:Inconsideringallegeddisciplinaryoffencesthestandardofproofrequiredisthatitismorelikelythannotthatsomethingisorisnotthecase(the'balanceofprobability',orciviljustice)ratherthan'beyondallreasonabledoubt'(asincriminaljustice).

1.16Inalldisciplinarycases,therulesofnaturaljustice(therighttoafairhearing)shallbeobserved.

1.17AstudentagainstwhomanallegationhasbeenmadeundertheProceduresmayseektheassistanceofathirdparty.TheUniversitywillonlydealwithathirdpartyprovidingassistancetoastudentwherethereiswrittenandsignedauthorisationbythestudenttoallowthistohappen.Thestudentremainstheresponsiblepersonwithrespecttoanyallegationunderconsideration.Thestudentisnotpermittedtoappointsomeonetoactonhisorherbehalf.

1.18InaccordancewithexistingUniversitypractice,studentsdonothavetherighttolegalrepresentationundertheProcedures.

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DefinitionsofMisconduct

2.1Misconductmeansimproperinterference,inthebroadestsense,withtheproperfunctioningofactivitiesorpropertyoftheUniversityoranymemberoftheHeriot‐WattGrouporofthosewhoworkfor,studyatorarevisitingtheUniversityoranymemberoftheHeriot‐WattGroup,oranyotheractionwhichotherwisedamagestheUniversityoranymemberoftheHeriot‐WattGroup.AnybehaviourthatcontravenestheUniversity’sOrdinances,Regulations,policies,proceduresorrules,orisdangerous,orisagainsttheapplicablelaw,constitutesmisconduct.Behaviourdefinedasmisconductincludesactsoccurringinperson,bytelephone,andbyelectronicorothermeans,includingviapublicinternetsitesandsocialnetworkingsites.Acaseofmisconductwillbereferredtoasanoffence.

2.2Thefollowingshallconstitutemisconduct:

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(q)Misconductinresearch;

(r)Offencesinvolvingacademicmisconductincludingplagiarism,collusionandexaminationirregularities(afullerdescriptionofacademicmisconductissetoutbelow);

Pages9‐10:

7.1 AcademicMisconduct2.5Academicmisconductisaformofcheatingthatoccurswhenastudenttriestoobtainorobtainsanunfairacademicadvantage.TheUniversitywillnotacceptacademicmisconductinanyformandtheseriousnesswithwhichcheatingisviewedwillbereflectedinpenaltieswhichareimposed.

2.6ForthepurposesoftheUniversity'sdisciplinaryprocedures,plagiarismisdefinedasthepresentationbyastudentofworkforassessmentwhichisnothis/herown,inthesensethatallorpartoftheworkhasbeencopiedfromthatofanotherperson(whetherpublishedornot)withoutattribution.Anystudentwhoknowinglypermitsanotherstudenttoplagiarisehis/herownworkwillberegardedashavingbreachedtheUniversity'sdisciplinaryprocedures.Self‐plagiarism,whichiswhenastudentresubmitsworkthathe/sheoriginallycompletedandsubmittedforanotherpurpose,withoutacknowledgmentofthis,isregardedasacademicmisconduct(unlessresubmissionwaspermitted).

2.7TheUniversityrecognisesthebenefitsofdiscussionofassignmentsrequiringagroupresponse;suchactivitiesarenormalinanyacademiccommunity.Theoffenceofplagiarismtakesplacewhen,havinghadtheopportunityofadviceandguidance,astudentsubmitsformarkingworkwhichheorsheknowscontainsmattertakenfromothersourcesandforwhichnoattributionisgivenaccordingtotheconventionsnormallyadoptedinacademicwriting.

2.8Plagiarismconstitutesoneformofacademicmisconduct.Guidanceonhowtoavoidplagiarismwillbeprovidedforstudentsaspartoftheirinductiontoallprogrammes.

2.9TheUniversityreservestherighttoutiliseelectronicplagiarismdetectionsystems.TheuseofthesesystemsallowsthestudentandtheUniversitytochecksystematicallyforplagiarism,thusensuringthatallstudents'workisoriginal.ThesesystemssearchtheWorldWideWebandextensivedatabasesofreferencematerialandcontentsubmittedbyotherstoidentifyanyduplicationofsubmittedwork.

2.10Anystudentwhoduringanypartoftheassessmentprocesscopies,stealsorappropriatestheworkofanother,orwhointroducesintoanexaminationroomanymaterialsorotheraidsnotexplicitlypermittedundertherubricoftheexamination,orwhousesotherunfairmethodtogainanadvantageinanassessment,willbedeemedguiltyofacademicmisconduct.Thisappliestoallworksubmittedaspartoftheassessmentprocess,inwhateveryear,andwhetherproducedunderformalexaminationconditionsoraspartofaprogrammeofcontinuousassessment.Anystudentwhoknowinglyassistsotherstocheatwillalsoberegardedasbeingguiltyofacademicmisconduct.

2.11Examplesofacademicmisconductincludethefollowing:

(a) Plagiarism:workthathasbeencopied fromthatofanotherperson(whetherpublishedornot)withoutattribution,orthepresentationofanother'sworkasifitwerehis/herown.Thisincludescopying text fromawebsitewithoutacknowledgementorsimplychanginga fewwordsonanassignment,withoutreferencing.

(b) PurchasingMaterial/WorkUndertakenbyOthersandPresentingasOwnWork:theuseofservicestoproducestudentworkforassessment(suchservicesmaytrytopersuadestudentsthatthisisanentirelynormalandacceptablepractice).

(c) Selling Material: Selling or offering to sell, by whatever means, material, or using otherinducements,toassistastudentinproducingworkforassessment.

(d) FailuretoReference:theinclusionofseveralsentencesormorefromanotherperson'sworkwhichhavenotbeenreferencedinaccordancewiththeUniversity'srequiredconventionsonacademicreferencingandcitation.Thismaybeintentionalorunintentional,forexampleastheresultofpoorreferencingorstudyskills.

(e) Self‐plagiarismorDuplication:copyingandreproducingworkthatwasoriginallycompletedandsubmittedbythestudentandresubmittedforanotherpurpose,includingexaminations,withoutacknowledgmentofthis,unlessresubmissionwaspermitted.

(f) Collusion:whereastudentundertakesworkwithorforothers,withoutacknowledgement(e.g.submitsasentirelyhis/herownwork,completedincollaborationwithanotherperson).

(g) FalsifyingData:that iswhereastudentpresentsdatabasedonworkwhichastudentclaimstohavecarriedoutbutwhichheorshehasinventedorobtainedbyunfairmeans.StudentDisciplinePolicyandProcedures

(h) ExaminationMisconduct: unauthorisedmaterials being in the vicinity of a student during anexaminationortheuseofsuchmaterials,theuseofelectronicdevicesnotpermittedduringanexamination,oranyotherconductnotpermittedundertheUniversity'sRegulations,policiesandproceduresonexaminations.

(i) DishonestPractice:thiscoversanyformofpracticewhichattemptstodeceiveothersbutwhichisnotspecificallyidentifiedbytheabove.

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7.1.1 CategoriesofDisciplinaryOffencesandProceduresforPreliminaryConsideration3.1Offencesarecategorisedbelow:

(a)AcademicMisconduct:subdividedasCategoryAorCategoryBoffencesonthebasisoftheapparentgravityoftheoffenceandthepenaltythatcouldbeimposedifanallegationissubstantiated;Inthefollowingcirc*mstancesallegedoffencesfallingintothecategorieslistedwillbeclassifiedasCategoryAoffences:

i)Arepeatofapreviousoffence;

ii)WherethepenaltytobeimposedmightrequireastudenttowithdrawfromtheUniversity

iii)Inthecaseofanystudentotherthanapostgraduatestudent,whereanallegationhasbeenconsideredasaCategoryBoffence,andwherethepenaltyimposedmightalterthefinalaward;

iv)Inthecaseofapostgraduatestudent,whenanallegationhasbeenconsideredasaCategoryBoffence,ifasaconsequenceofthepenaltyimposedtherewouldbenoopportunityforastudenttocompletetheprogrammeofstudy.

(b)Non‐academicMisconduct:subdividedintoMajororMinoroffencesonthebasisoftheapparentgravityoftheoffenceandthepenaltythatcouldbeimposedifanallegationissubstantiated.

3.2TheUniversityshallhavetherighttoinvestigateanyallegationofmisconductagainstastudentandmaytakedisciplinaryactionwhereitdecides,onthebalanceofprobabilities,thatadisciplinaryoffence(asdefinedabove)hasbeencommitted.

3.3TheProceduresandresponsibilityfortheinitialconsiderationofcasesindeterminingtheclassificationoftheoffencearesetoutbelow.Itisthedutyofeverymemberofstaff,inwhoseopinionabreachofdisciplinemayhaveoccurred,toreporttheincidentassoonaspossibletotherelevantmemberofstaffwithresponsibilityforconsideringtheallegation.

Pages14‐15:

3.5AnymemberofstaffreportingacaseofallegedmisconductshouldnormallysubmitanIncidentReportFormtotherelevantmemberofstaffabove.IncidentReportFormsareavailableathttps://intranet.hw.ac.uk/ps/registry/ar/studentdisc/Pages/default.aspx.Forincidentsofanon‐academicnaturereportsmaybesubmittedonShield(anelectronichealthandsafetyincidentmanagementsystem).Awrittenrecordshouldbemaintainedofmeetingsheldwithstudentsinvolvedincasesofallegedmisconduct.

Anydocumentationonamatterofallegedmisconduct,includingletters,emails,photographsorreports,mayneedtobedisclosedtorelevantpartiesduringtheconsiderationofacaseofallegedmisconductand,therefore,shouldbefactualandbalanced.AllrecordsofindividualcasesshouldberetainedinaccordancewiththeUniversityRecordsManagementPolicy.

Incasesofallegedacademicmisconduct,anIncidentReportFormmustbeusedandallrequiredevidenceanddocumentationmustbeincludedwiththesubmission.Examplesofevidenceanddocumentationareasfollows:

(a)Plagiarism:thestudent'sworkshowingplagiarisedmaterial;theTurnitinreport;copiesofsourcesofmaterial,relevantpagesoftheStudentHandbook;

(b)ExaminationMisconduct:examinationscript(s);confiscatedmaterial;ExaminationReportFormfromtheinvigilator.

(c)Collusion:copyofstudent'sworksshowingrelevantmaterial;workallegedtohavebeencopied,relevantpagesoftheStudentHandbook.

Originalevidenceshouldbesubmitted.Allevidencesubmittedshouldbeclearlyreferencedwithrelevantextractsmarkedindarkink.Additionalevidencemaybesoughtatanystageduringtheprocessofconsiderationofanallegedbreachofdiscipline.

3.6Workinwhichallegedacademicmisconducthasbeenidentifiedshouldbewithdrawnfromtheassessmentprocessuntilanyinvestigationintoallegedmisconducthasbeenconcluded.Astudentshouldbeinformedthatthishasoccurred.

3.8AnystudentagainstwhomanallegationisbeingmadewillbeinformedifacaseisbeingsubmittedforconsiderationbyanappropriatememberofstaffoftheUniversity.SuchastudentshouldfullycooperatewiththeUniversityduringtheinvestigationofanallegationofmisconductandshouldbepreparedtoattendmeetingsifrequiredinconnectionwiththeinvestigationintoallegationsofmisconduct.

3.10Apreliminaryreviewofanallegedoffenceshallbecarriedoutbytherelevantmemberofstaffassoonaspossible.Therelevantmemberofstaffwilleither:

(a)Dismisstheallegation;

(b)Carryoutadetailedinvestigation.

3.11Ifthememberofstaffbelievesthatthestudent(s)shouldbesuspendedwhilstaninvestigationiscarriedout,thememberofstaffshallmakesucharecommendationtotheChairoftheUniversityDisciplineCommittee.SuchasuspensionshouldonlybeimposedifitisconsideredinthebestinterestsoftheUniversity,itsstafforstudents,orthestudentconcerned,orisnecessarytoensureaneffectiveinvestigation.

3.12Ifawrittenstatementisrequestedaspartofadisciplinaryprocess,andisnotreceivedwithinfiveworkingdays,considerationofthecasemayproceedintheabsenceofsuchastatement.

3.13ArrangementsforrecordingcasesonthestudentdisciplineSharePointlogand,whereappropriate,penaltiesontheUniversity’sstudentrecordsystem:CasesshouldbeloggedontheSharePointlogandthestudentrecordssystemfollowingtheproceduresavailableontheoftheAcademicRegistrywebsiteat:https://intranet.hw.ac.uk/ps/registry/ar/studentdisc/Pages/default.aspx

3.14Penaltiesimposedthatincludevoidingacourseorpartthereof,andallowingreassessmentinthecourse,willrequireastudenttopaytherelevantreassessmentfee.Whenacourseisvoided,anyfurtherreassessmentwillbeclassedasthesubsequentopportunity.

3.15Tariffsofpenaltiesforacademicandnon‐academicmisconductaredetailedinAppendixA.Theyprovideapointofreferenceforappropriatestaffandbodieswithresponsibilityforimposingpenaltiesandshowrecommendedpenaltiesbaseduponthecirc*mstancespresented.

3.16OffencesofanacademicnatureidentifiedfollowinggraduationandinvolvingacademicmisconductinacademicworkwhichcontributedtowardsaUniversityawardwillbeconsideredundertheUniversity'sStudentDisciplinePolicyandProcedures.Insuchcaseseveniftheyhavegraduatedtheterm'student'intheProceduresshallmeanthepersonagainstwhomanallegationisbeingmade.

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7.1.2 ProceduresfortheConsiderationofCategoryBOffences(Academicoffences)5.1InthefirstinstanceeachcaseinvolvingallegedacademicmisconductasdefinedinSection3willbeconsideredasaCategoryBoffenceandwillbedealtwithbytheHeadofthestudent'shomeSchoolasdefinedinSection3.Anyinvestigationshouldestablishwhetherornotacademicmisconducthastakenplaceandwhetherornotit*houldbeclassifiedasaCategoryAorCategoryBoffence.

5.2IftheHeadofSchoolhashadpreviousinvolvementinanymatterrelatingtotheallegedacademicmisconductthisshallbedisclosedandheorsheshallappointamemberofacademicstaffwithappropriateexperiencetoconducttheconsiderationofthecaseensuringthatthememberofstaffhashadnopreviousinvolvementwiththecase.

5.3ThecriteriafordeterminingwhetheranallegedoffenceisaCategoryAorCategoryBoffencearesetoutinSection3.Toassistindeterminingthecategoryofoffence,confirmationshouldbesoughtfromtheAcademicRegistryonwhetherornotthestudentagainstwhomanallegationisbeingmadehaspreviouslybeenfoundguiltyofaCategoryAorCategoryBoffence.AstudentshallnormallybegivenanopportunitytoprovideastatementonanallegedoffencebeforeitisclassifiedasaCategoryAoraCategoryBoffence.AcaseshallbedeemedtobeaCategoryAoffenceiftherelevantcriteriaaremetand,assuch,shallbereferredtotheUniversityDisciplineCommittee.

5.4Aspartoftheprocessofdeterminingthecategoryofanallegedoffence,theDeansmaybeconsulted.

5.5AnycaseofallegedacademicmisconductreferredtotheHeadofSchoolshouldbepresentedonanIncidentReportFormwithallrelevantinformationanddocumentationasdetailedinparagraph3.5above.

5.6Havingdecidedonthecategoryoftheoffence,theHeadofSchoolwillwritetothestudenttoinformhim/herofthecategory.InthecaseofaCategoryAoffence,thestudentwillbeinformedofthereasonsforreachingthedecisionandthereferralofthecasetotheUniversityDisciplineCommittee.ForcasesdeterminedtobeCategoryBoffences,theHeadofSchoolwillwritetothestudentadvisinghim/herthatthecasewillbeconsideredasaCategoryBoffence.

5.7CategoryBoffenceswillbeconsideredbytheHeadofSchoolandoneothermemberofacademicstaffselectedbytheHeadofSchool.Thememberofacademicstaffselectedshouldnotbethestudent'sMentororProgrammeDirectorandshouldnotbedirectlyinvolvedwiththecourseinwhichtheallegedoffencehasoccurred.InacaseinvolvingacourseofferedbyanotherSchoolthememberofacademicstaffshouldbefromtheSchoolinwhichthecourseisofferedbutshouldnotbedirectlyinvolvedwiththecourseinwhichtheallegedoffencehasoccurred.Normallythestudentwillbeexpectedtobepresentwhenthecaseisconsidered.AstudentundertakingaprogrammeofstudyatanApprovedLearningPartner,collaborative

partnerorotherrecognisedpartnerinstitutionororganisation,orbydistancelearning,isexpectedtobeavailableforinterview,ifrequired,bymeansofteleconferencing.

5.8If,followingarequesttoattendaninterview,astudentdoesnotrespondtotherequest,thememberofstaffconsideringthecaseshallconsideritintheabsenceofthestudentinaccordancewithparagraph1.12.

5.9Thestudentshouldbeinvitedinwritingtoattendthemeetingatwhichthecasewillbeconsideredandshouldbegivennoticeofatleastfiveworkingdays.Thefollowingshouldbeincludedwiththenotice:

(a) Detailsoftheallegedoffence(usuallycontainedintheIncidentReportForm);(b) Theevidenceunderconsideration;(c) Arequestforastatementfromthestudent;(d) DetailsofthewebsitecontainingtheProcedures;(e) Detailsofthedate,timeandplacesetforthemeeting;(f) Therighttobeaccompaniedatthemeeting.

5.10Forthemeeting,astudentmaybeaccompanied,ifheorshesowishes,byoneotherindividualwhoisastudentoftheUniversityoramemberofstaffoftheUniversityorarepresentativeoftheStudentUnion.Undernocirc*mstancesmayastudentberepresentedbyanexternalorganisation.Onlyinexceptionalcirc*mstancesshalltheexpensesofthoseattendingbere‐claimable.

5.11TheHeadofSchoolmayinvitewitnessestoattendtheinterviewtoprovideadditionalinformationwhererelevant.Insuchcirc*mstancesastudentmaybeaccompanied,ifheorshesowishes,byoneotherindividualwhoisastudentoftheUniversityoramemberofstaffoftheUniversityorarepresentativeoftheStudentUnion.Undernocirc*mstancesmayastudentberepresentedbyanexternalorganisation.Onlyinexceptionalcirc*mstancesshalltheexpensesofthoseattendingbereclaimable.

5.12Asuggestedprocedurefortheinterviewisasfollows:

(a) Establishthenamesandidentitiesofeveryonepresentatthemeeting;(b) Ascertainwhetherthestudentwishestospeakforhimselforherself;(c) Explaintheallegationandtheproceduresandensurethatthestudentunderstandsthese;(d) Givethestudentanopportunitytoadmitordenytheallegation,explainhis/herviewandoffer

extenuatingcirc*mstancesindefenceofhis/heractions;(e) Putquestionstothestudentregardingtheallegation;(f) Askthestudentandthepersonaccompanyingthemtoleavetheroomwhiletheevidenceandthe

student'sstatementareconsidered;(g) Thestandardofproofshallbethebalanceofprobabilities;(h) Indetermininganypenaltythestudentspreviousacademicrecordshouldbetakenintoaccount;(i) Onceadecisionhasbeen reached, the studentand thepersonaccompanyinghim/herwillbe

invitedbackintotheroomandwillbeinformedofthedecisionthathasbeenmadeonthecase,highlightingthatthedecisionwillbesubjecttotheDean'sverificationand,assuch,itispossiblethatthedecisioncouldchange.Thestudentwillinformedthatwrittenconfirmationofthedecisionandanypenaltyimposedwillbeprovided.

5.13TheHeadofSchoolisresponsibleforthemaintenanceofallrecordsrelatingtothemeeting.Heorsheshallmakearrangementsforarecordofthemeetingtobetaken.

5.14Oncethecasehasbeenconsideredandadecisionreached,andwhereappropriateapenaltyagreed,thecasewillbereferredtotherelevantDeanforverificationandtoensureconsistencyofpracticeandpenaltiesimposed.TheDeanwillbeprovidedwiththerelevantinformationtoverifythepenaltyandwilldecidewhatinformationheorsherequiresinordertoverifyapenalty.TheDeanwillnotnormallyconsideracaseinvolvingastudentinhis/herownSchool.SuchcaseswillbereferredtoanotherDeanforconsideration.

5.15IfaDeandisagreeswiththedecisionreachedbytheSchool,theDeanwillmeetwiththestaffinvolvedintheconsiderationofthecasetodiscussthecasewithaviewtoreachingashareddecision.

5.16OncetheDeanhasverifiedthedecisionthestudentwillnormallyreceivewrittennotificationfromtheSchoolwithintenworkingdaysofthedecision.Everyreasonableeffortwillbemadetomeetthistimelimit.

Whereitisnotmet,thestudentwillreceiveanexplanationforthedelay.Thenotificationshouldincludeastatementofthefactsheldtobeproven,thesubstanceofanyfindingsthatsuchfactsconstituteabreachofdiscipline,andarecordofanypenaltyimposed.Theappellantwillalsobeadvisedofhis/herrightofappeal.

5.17Thestudent'srecordontheUniversitystudentrecordsystemandthestudentdisciplineSharePointlogshouldbemodifiedbytheSchoolasappropriateinaccordancewiththeproceduresreferredtoinparagraph3.13.

5.18ArecordmustbekeptofeachcaseconsideredasaCategoryBoffenceincludingtheevidenceconsidered,thenotesoftheinterviewwiththestudent,andcorrespondence.

5.19AstudenthastherightofappealagainstthedecisionreachedbyaSchoolonaCategoryBoffence.DetailsoftheprocedureforthesubmissionandconsiderationofanappealaresetoutinSection6.

ProcessDiagram

Immediate,oncesuspected

MostlikelyDLT.ForPGCAP:DLTinSML

Pages23‐27:

7.1.3 AppealsforMinorOffences(Non‐Academic)andCategoryB(Academic)Offences6.1AstudenthastherightofappealagainstthedecisiononaMinoroffenceoraCategoryBoffencemadeinaccordancewiththeseProcedures.Anappealcanbesubmittedononeormoreofthefollowinggrounds:

(a) Therewasaproceduralirregularityintheprocessundertaken;(b) Thedecisionreachedwasmanifestlyperverse(thiswillnotapplyinthecaseofanoffenceadmitted

byastudent);(c) Thepenaltyimposedwasnotcommensuratewiththeseriousnessoftheoffence;(d) Newevidencehasbeenmadeavailablethatcouldnotbeavailableatthetimeoftheprevious

considerationofthecaseandwhichisfelttohaveamaterialeffectonthedecisionmadeonthecase.

Note:FurtherdetailsonappealsintheStudentDisciplinePolicyandProceduresdocument.

Pages29‐32:

7.1.4 ProceduresfortheConsiderationofMajor(Non‐Academic)OffencesandCategoryA(Academic)Offences7.1IfthememberofstaffresponsibleforconsideringanallegedoffenceasdefinedinSection3decidesthatit*houldbeconsideredasaMajororCategoryAoffenceitwillbereferredtotheUniversityDisciplineCommitteeforconsideration.CasesreferredtotheUniversityDisciplineCommitteeshouldbesubmittedtotheAcademicRegistrar.

Note:FurtherdetailsondisciplinaryactioninthecaseofMajor/CategoryAoffencesinthePolicyandProceduresdocument.

Pages33‐38:

7.1.5 AppealsforMajorOffencesandCategoryAOffences8.1AstudenthastherightofappealagainstthedecisionoftheUniversityDisciplineCommitteeonaMajoroffenceorCategoryAoffenceconsideredinaccordancewiththeseProcedures.Anappealcanbesubmittedononeormoreofthefollowinggrounds:

(a) Therewasaproceduralirregularityintheprocessundertaken;(b) Thedecisionreachedwasmanifestlyperverse(thiswillnotapplyinthecaseofanoffenceadmitted

byastudent);(c) Thepenaltyimposedwasnotcommensuratewiththeseriousnessoftheoffence;(d) New evidence has beenmade available that could not be available at the time of the previous

considerationofthecaseandcouldhavebeenexpectedtohavemateriallyaffectedthedecisionmadeonthecase.

Note:FurtherdetailsonappealsintheStudentDisciplinePolicyandProceduresdocument.

Pages40‐41:

7.1.6 Penalties10.1AlistofpenaltiesandtheirrelevancetoMinorandMajoroffencesandCategoryAandBoffencesissetoutbelowandisindicativeofthetypesofpenaltieswhichmaybeapplied;otherformsofpenaltymayalsobeconsideredwherethesearedeemedtobemoreappropriate.

10.2Astudentwhoisdeemedtobeinbreachofdisciplinemaybeliabletooneormoreofthefollowingpenalties:

(a) Areprimand/oralwarning(forMinororCategoryBoffence).(b) Areprimand/officialwrittenwarning(forMinor,Major,CategoryAorCategoryBoffence).(c) Afinetobepaidwithinastipulatedperiod(forMinororMajoroffence).(d) Arequirementtomakegood,tothesatisfactionoftheUniversity,anydamageorinjurycausedtothe

propertyoftheUniversityoraninstitutionattendedaspartofacourseofstudy(forMinororMajoroffence).

(e) Suspensionfromattendanceonaprogrammeofstudyforastipulatedperiod(forMajororCategoryAoffence).

(f) Exclusion,suspensionordisqualificationfromexaminations(forCategoryAorCategoryBoffence).(g) Whereanoffencecouldhave resulted inan improvement inacademicperformance, reduction in

marks/grades awarded in one or more of the assessments, with re‐assessment as a furtheropportunity.Themarkforanyreassessmentsmaybecapped(forCategoryAorCategoryBoffence).

(h) Whereanoffencecouldhaveresulted inan improvement inacademicperformance,annulmentofoneormoreof the assessments,with re‐assessment as a furtheropportunity. Themark for anyreassessmentsmaybecapped(forCategoryAorCategoryBoffence).

(i) Whereanoffencecouldhaveresulted inan improvement inacademicperformance,annulmentofoneormoreoftheassessments,withnoreassessmentopportunity (forCategoryAorCategoryBoffence).

(j) Whereanoffencecouldhaveresulted inanimprovement inacademicperformance,areduction inclassificationofdegreetobeawarded(forCategoryAorCategoryBoffence).

(k) Revocationofanaward,havingdeterminedthatthereisgoodcausetodoso(CategoryAorMajoroffence).Revocationofanawardalso includesthedeprivationofallprivilegesconnectedwiththeaward.

(n) ExpulsionfromtheUniversity(forMajororCategoryAoffence).

UniversityRegulations(Regulation50StudentDiscipline)

Forfurtherinformation,checktheUniversityRegulations.Alwaysrefertothelatestversion:

http://www1.hw.ac.uk/ordinances/regulations.pdf(lastaccessed12.09.16)

7.2 AppendicesfromStudentDisciplinePolicyandProcedures14.TariffofPenalties:providesexamplesofpenaltiesthatmaybeimposedforparticularoffences.

7.2.1 AcademicMisconduct

8. RecognitionofPriorLearningTheseguidancenotesare thePGCAP implementationand summaryofHeriot‐WattUniversity’sPolicyon theRecognitionofPriorLearning(RPL)andCreditTransfer41andtheRecognitionofPriorLearning(RPL)andCreditTransfer:Procedures42document.TheregulatoryaspectsofthePolicyontheRecognitionofPriorLearning(RPL)andCreditTransferarealsocontainedwithinRegulation46:RecognitionofPriorLearningandCreditTransfer43.The Policy on the Recognition of Prior Learning and Credit Transfer applies to all undergraduate and taughtpostgraduateprogrammesacrossallmodesandlocationsofstudy.

Theterm“RecognitionofPriorLearning(RPL)”reflectstheterminologyusedbytheQualityAssuranceAgency(QAA)acrosstheUKHEsector,andbytheScottishCreditandQualificationsFramework(SCQF).Modificationstotheuniversity’sPolicy(affectingallprovision,includingthePGCAPprogramme)mayberequiredoncetheScottishHigherEducationNationalFrameworkfortheRecognitionofPriorLearning44isfinalised.

Note:ThePGCAPhasfourcoursesandisbeingstudiedovertwoyears,part‐time.ItisonlypossibletogainRPLfromCourses1&2asthemaximum.ThesecoursestogetherformYear1,andthusStage1.ThePGCAPdealswithRPLonlyonanindividualcourse‐base.

RPLdescribesthe“processforrecognisingpreviouslearningthathastakenplaceininformal,formalornon‐formalcontexts:forexample,intheworkplaceandthroughlifeexperiences.Oncerecognisedthroughthisprocess,priorlearningcanbeusedtogaincreditorexemptionforqualifications,and/orforpersonalandcareerdevelopment.”(RPLPolicy,para1.2)

ThemaximumcreditforRecognitionofPriorLearningwillbetheequivalentof2courses,which is50%oftheProgramme.ThecurrencyofthePriorLearningwillbewithinthelast5years.

Therearetwoformsofpriorlearningthatmayberecognised:

RecognitionofPriorCertificatedLearning(RPCL)

Recognition of prior learningwhich has been previously assessed and/or accredited by an appropriateawarding body as being equivalent to a particular level within the Scottish Credit and QualificationsFramework (SCQF). In thecaseofRPCL, recognition isbasedoncredit transfer,as theapplicant isgivenexemptionfromastageofstudyand/orindividualcoursesbasedonanexistingqualification.

RecognitionofPriorCertificatedLearningiscommonlyknownasCreditTransfer.

Forexample,anapplicantwhor*ceived30creditsonMastersLevelforequivalentprofessionaldevelopmentundertakenatapreviousuniversity,maybeadmitteddirectlytoStage2ofthePGCAPprogramme(directentrytoYear2,havinggainedexemptionforCourses1&2i.e.Year1).

RecognitionofPriorExperientialLearning(RPEL)

Assessingandthencredit‐ratingpriorlearningwhichwasnotpreviouslyformallyassessedandcreditratedataparticular levelwithin theScottishCreditandQualificationsFramework (SCQF). In thecaseofRPEL,

41HWU(September2015)PolicyontheRecognitionofPriorLearning(RPL)andCreditTransfer.Availableat:https://www.hw.ac.uk/services/docs/rplpolicy.pdf(lastaccessed14.06.2016)42HWU(September2015)RecognitionofPriorLearning(RPL)andCreditTransfer:Procedures.Availableat:https://www.hw.ac.uk/services/docs/rplprocedures.pdf(lastaccessed14.06.2016)43HWURegulation46(September2015)Availableat:http://www1.hw.ac.uk/ordinances/regulations.pdf(lastaccessed14.06.2016)44Availableat:http://www.qaa.ac.uk/about‐us/scotland/development‐and‐enhancement/recognition‐of‐prior‐learning(lastaccessed14.06.2016)

learningmay be gained through experiences or training programmes in theworkplace, community orvoluntarysector,ormoregenerallythroughlifeexperiencesandevents.

Applicants for RPEL will review and critically reflect on their learning experiences, evidencing anddocumenting them bymapping against the respective learning outcomes, to enable the University todeterminewhethertheapplicantcanbegrantedexemptionfromoneortwocourses.

ItislearninggainedthroughexperiencewhichisassessedaspartofRPL,nottheexperienceitself,anditisthelearningthatmustbeevidenced.

Forexample,anapplicantwhohasbeeninvolvedinteachingandsupportinglearning,assessingandgivingfeedbackforquitesometimeatHeriot‐Wattorapreviousuniversity/universities,andwhomayalsohaveundertaken non‐assesseddevelopmental activities,mightbe granted exemption fromCourse 1orbothCourse1&2(Stage1),dependingontheirexperienceandtheevidencetheyareabletoprovide.

CombinationofRPCLandRPEL

ThePGCAPprogrammealsoallowsacombinationofRPCLandRPEL,whichmeansthatexperientiallearningispresentedinconjunctionwithanexistingqualification.

For example, a LEADS (or equivalent programme at another university) graduate,who has successfullycompletedtheuniversity’sLEADS1&2(orequivalent)andhasgainedrecognitionasAFHEAinthelasttwoyears,maybeeligibletobegrantedexemptionforCourse1.Todoso,theyarerequiredtoaddareflectiononresearch‐teachinglinkagesandScholarshipofAcademicPracticetotheirRPLapplication,inadditiontotheLEADS(orequivalent)andAFHEAcertificates.

8.1 EvidenceforRPCLandRPELTheHWURPLprocedure(para1.6)statesthat“applicationsforadmissionshouldbeaccompaniedbyappropriatedocumentationandsupportingstatementsfromtheapplicantand,ifrequiredbytheSchool,fromatleastonereferee.”

Evidence forcertificatedRPLmay includeawardcertificate,atranscriptofresults,programmestructuresandcoursedescriptors.Theachievementofthespecifiedlearningoutcomesofthecourse(s)forwhichexemptionissoughthastobeevidenced,suchasthroughsuccessfulcompletionofasimilarcourseatthesameSCQFlevelatanother institution.Suchevidenceshould includeatranscriptwithassessmentresultsandacoursedescriptor.ThisistobeattachedtothePGCAPRPLapplicationform.(para1.6andpara2.6)

EvidenceforexperientialRPLmayincludeaportfolioofevidencetogetherwithareflectiveaccountofthelearningachieved,mappedagainst the learningoutcomesand theSCQF level for thecourse(s) forwhichexemption issought.ThisistobeattachedtothePGCAPRPLapplicationform.

PleasenotetheHWUPolicy(para1.5)statement:

Recognitionofpriorlearningthroughtheawardofcreditsisamatterofacademicjudgementaboutthenatureofanapplicant’spriorachievement,notamechanisticorautomaticprocessofcredit transfer.Sucha judgement isat thediscretionof thereceivingSchool.Schoolsarenotobligedtorecogniseall,orindeedany,ofanapplicant’spriorlearning.

Keypointsforapplications

TheHWURPLPolicy(para3.1)explainsthatanapplicationfortherecognitionofpriorlearningwillbeassessedintermsofits:

Relevance–thereisanappropriatematchbetweentheevidencepresentedandthelearningclaimed,andthelearningrelatesdirectlytothelearningoutcomesoftheprogrammeorcoursesforwhichcreditisbeingclaimed.

Sufficiency‐thelearninghasreachedaleveltoallowtheapplicanttofulfiltheaimsoftheprogramme;thereissufficientevidencetodemonstratetheachievementofthelearningclaimed.

Authenticity‐theapplicanthasprovidedreliableevidenceofhavingpersonallycompletedwhatisclaimed,andtheevidenceclearlyrelatestotheapplicant’sowneffortsandachievements.

Currency‐thatthelearningissufficientlyrecenttoallowtheapplicanttofulfiltheaimsoftheprogramme.Whereexperiencefrommorethanfiveyearspriortotheclaimisreferredtoinasubstantialway,theapplicantshouldprovideevidenceofhavingkeptuptodatewithrecentdevelopmentsintheintendedareaofstudy.

QAAguidelines:

Itistheachievementoflearning,ortheoutcomesofthatlearning,andnotjusttheexperienceoftheactivitiesalone,thatisbeingaccredited.(QAA,2004:3)

Wheneverandwherevertheexperienceoccurred,evidencemustbepresented.(QAA,2004:3)

8.2 ApplicationProcessTheprocedureforapplyingforexemptionis:

1. Usingthetemplates,whichincludetheassessmentcriteria,examinethelearningoutcomesforthecourse(s)concerned(Year1/Stage1only:Course1onlyorCourse1andCourse2).

2. CompletetheRPLapplicationform,indicatingforwhichcourse(s)youarerequestingexemption.

3. SubmitthecompleteddocumentationtothePGCAPAdminTeam(Email[emailprotected])45:

a. completedPGCAPRPLapplicationform

b. evidenceoflearningi.e.theactivitiesandexperienceswhichformthebasisofyourclaimandaretheevidenceoftheachievementofthelearningoutcomes

c. documentationtosubstantiateyourclaim(e.g.copyofcertificate,transcriptofassessmentresults;mappingofpriorlearningagainstcourselearningoutcomes)

d. inthecaseofexperientiallearningRCEL:nameandpositionoftworefereeswhocouldbecalledupontosubstantiatetheclaim.

4. TheapplicationwillbeassessedbytheappropriatePGCAPteachingstaffandtheprogrammeleader,whothenpassesittotheDLToftheSchoolofManagementandLanguagesforSchoolapproval.

5. ApprovalbytheChairofthePostgraduateStudiesCommitteeisrequired.

6. Thedecisionisbeingcommunicatedtotheapplicant.

45Note:Regulation46,7.2statesthattheSchoolmaychargeapplicantsafeeofupto£60forprocessingclaimsforadmissionorexemptionbasedonpriorexperiential learningoronacombinationofpriorcertificatedandexperiential learning.AsPGCAPparticipantsareusuallymembersofstaff,theCentreforAcademicLeadership&Developmentwaivesanyfee.

9. AcademicProgrammeManagementThePGCAPprogrammefollowsthesameacademicprocessesasanyotheruniversityaccreditedprogramme.

AwardBoard

ThePGCAPAwardBoardtakesplace intheautumndiet,andtherewillonlybeoneAwardBoardperacademicyear.ThischangewasrequestedbytheSeniorDeanoftheuniversity,thendiscussedatthePGCAPBoardofStudies,andalignsthePGCAPprocesseswiththeUniversity'spostgraduateprocesses.

Graduation

Graduationwilltakeplaceintheautumndietonallcampuses.ThisputscolleaguesontheDubaicampusintothesamegraduationtimeastheEdinburghcampus.

ProgressionBoard

ProgressionBoardstakeplaceonceeachsemester,inthespringandtheautumndiet.

AssessmentBoard

AssessmentBoardstakeplaceonceeachsemester,inthespringandtheautumndiet.

BoardofStudies

TheCentre forAcademicLeadership&Development isanApprovedServiceUnit (ASU),asdefined inOrdinance36,whichstatesthatforeachcourseofstudyofferedbyanASU,thereshallbeestablishedaBoardofStudies.

TheBoardofStudiesmeetsannuallytodiscussmattersrelatingtothecourseandmonitortheadmissionandprogressofcandidates.Itsmembership(Ordinance36)isasfollows:

(a) theChair,whoshallbeappointedbytheSenateontherecommendationoftheSenateBusinessCommittee,andshallnormallybetheseniorApprovedTeacheroftheASU

(b) theHeadoftheASU(c) theDeanoftheUniversitywhor*presentsthesubjectdisciplinestowhichtheASUhasbeen

allocated,namelyeither(1)Arts,HumanitiesandSocialSciencesor(2)ScienceandEngineering(d) theApprovedTeachersoftheASU(e) theHeadsofSchoolscontributingtothecourseofstudyortheirnominees(f) themembersoftheacademicstaffcontributingtothecourseofstudy.(g) suchotherapprovedteachersastheSenatemayfromtimetotimedetermine.

ExternalExaminer2016‐2019

TBC

StaffStudentLiaisonCommittee

Thisisaforumfornotificationanddiscussionofprogrammeissues,andprovidesvaluablefeedbacktotheBoardofStudies.Itiscomposedofprogrammetutorsandtwostudentrepresentativesforeachyearoftheprogramme,whoareelectedbytheclassearlyinthefirstsemester.

Thecommitteeusuallymeetseachsemester.DetailsofthediscussionattheCommitteearecirculated.Howeveranyinformalfeedbacktothecourseleadersandprogrammeleaderarewelcomeatanytime.Theethosof theprogramme ison reflectionuponexperience.There is theexpectation thatyouwillengage indialogueduring thesession inorder todeepenunderstandingabout learningand teaching.Feedback,then,isintegraltothisprogramme.

10. AlignmentofthePGCAPwithUniversityStrategies(AppendixC3StrategicContextProgrammeMapping.)

StrategicPlan2013‐2018,Globalthinking,worldwideinfluence46

“Heriot‐WattUniversityshallstrengthenresearchintensityinfieldsofeconomicandsocietalbenefit,providetrulyglobaleducationwhilemaintainingourScottishrootsanddeliveryexcellentstudentexperienceandhighlyemployablegraduates”

Mostrelevantstrategicpriority:Learning,teachingandthestudentexperience

Mostrelevantstatedaimtostrengthengraduates’attributesthrough:Enhancedapproachestoteaching,learningandassessment

Relevantprioritiestoachievethestatedaims:Workinpartnershipwithourstudentsto:

Deliverhighqualityteachingandlearning;

RecogniseincreasingstudentdiversityandidentifysolutionstotheiremergingneedsEnsurethattheHeriot‐Wattcurriculumisfitforpurpose:

Beinginformedbyrelevantresearch

Continuallysupportingstafftointroduceenhancedapproachestoteaching,learningandassessment

Learning&TeachingStrategy

RelevantStrategicObjective:EnhancingStudentLearningKeyAim:Todeliverahighquality,supportiveandchallenginglearningexperiencewhichenablesstudentstofulfiltheirpotentialandpreparesthemfortheirfuturecareerpath.RelevantPriorityAreasforDevelopment:

1. Provideanequivalentlearningexperienceacrossallmodesandlocationsofstudy2. Supportstudentsinbecomingconfident,independentlearnersthroughastudent‐centredapproachto

learning3. Deliver a curriculum which is research‐informed, professionally relevant, international andmulti‐

disciplinaryinitscontent4. Enhance approaches to learning, teaching and assessment, drawing on internal and external good

practiceandaligningdeliverymethodswiththeinstitution'slearningandteachingpriorities

RelevantStrategicObjective:DevelopingStaffKeyAim:TopromoteacrosstheUniversityanenvironmentwhichvaluesandsupportsstaff inthecontinuousenhancementoflearningandteaching.RelevantPriorityAreasforDevelopment:

• Equipstaff,wherevertheyarelocated,withtheskillsandexpertisetoteach,assessandsupportstudentlearninginaglobalisedinstitution

• Promote research‐informed teaching, ensuring that research shapes the undergraduate andpostgraduatetaughtcurriculum

• Encouragetheparticipationofstaff innationaland international learningandteachingconferences,workshopsanddevelopments

• Facilitatecollaborationbetweenstaffindifferentlocationsinordertoenhanceeducationalpracticeandthecurriculum

• AlignacademicdevelopmentactivitiesforstaffmorecloselywiththeUniversity'sLearningandTeachingStrategyandtheUKProfessionalStandardsFramework

46Heriot‐WattUniversity(2013)StrategicPlan:Globalthinking,worldwideinfluence2013‐2018,Edinburgh:HWU.Availableat:http://www.hw.ac.uk/about/reputation/strategic‐plan.htm(lastaccessed17.07.2014)

10.1 QualityAssurance47The PGCAP programme falls under theQualityAssuranceAgency’s subject benchmark statement ‘EducationStudies’48.While thebenchmark statement from2007 focusesonundergraduateprogrammes, theQAA (p.1)“anticipatedthatthissubjectbenchmarkstatementmightofferusefulpointsofreferenceforthedesignofotherprogrammesinwhicheducationstudieshaveaparttoplay.”

SpecificemphasisisputinthePGCAPonthecriticalengagementwiththe“natureofknowledge”andthereforeunderstandinglearning,andtheQAA’sconcisedefinitionofEducationStudies(p.2)isthat:

Essentially,educationstudiesisconcernedwithunderstandinghowpeopledevelopandlearnthroughouttheirlives,andthenatureofknowledgeandcriticalengagementwithwaysofknowingandunderstanding.

Particularlyrelevantkeypointsof thesubjectbenchmarkstatement inregard toparticipants’ learningon thePGCAPprogrammeare:

• Students should have the opportunity to engagewith a number of different perspectives and toevaluateaimsandvalues,meansandends,andthevalidityoftheeducationissuesinquestion.

• Studentswillneedtodrawuponcontemporaryresearchandotherrelevanteducationalliterature.

• Students should have opportunities to demonstrate the full range of their knowledge andunderstandingaswellastheircapacitytoapplyandreflecttheseabilities

ThePGCAPprogrammesshouldrelatetothesetofdefiningprinciples(p.4)and:

• drawonawiderangeof intellectualresources, theoreticalperspectivesandacademicdisciplines toilluminateunderstandingofeducationandthecontextswithinwhichittakesplace

• providestudentswithabroadandbalancedknowledgeandunderstandingoftheprincipalfeaturesofeducationinawiderangeofcontexts

• encouragestudentstoengagewithfundamentalquestionsconcerningtheaimsandvaluesofeducationanditsrelationshiptosociety

• provideopportunitiesforstudentstoappreciatetheproblematicnatureofeducationaltheory,policyandpractice

• encouragetheinterrogationofeducationalprocessesinawidevarietyofcontexts

• developinstudentstheabilitytoconstructandsustainareasonedargumentabouteducationalissuesinaclear,lucidandcoherentmanner

• promotearangeofqualitiesinstudentsincludingintellectualindependenceandcriticalengagementwithevidence.

47Seealso:TheQualityAssuranceAgencyforHigherEducation(2013)TheUKQualityCodeforHigherEducation,PartA:'Setting andmaintaining academic standards' http://www.qaa.ac.uk/en/Publications/Documents/Quality‐Code‐Part‐A.pdf(lastaccessed21.07.2014)andQAA Scotland (2014)The framework forqualificationsofhighereducation institutions inScotland.http://www.qaa.ac.uk/en/Publications/Documents/FQHEIS‐June‐2014.pdf(lastaccessed21.07.2014)48TheQualityAssuranceAgencyforHigherEducation(2007)Subjectbenchmarkstatement:EducationStudies.Availableat:http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject‐benchmark‐statement‐Education‐studies.aspx(lastaccessed21.07.2014)

PartB–UniversityInformation

B1 UniversityPolicyandGuidanceTheUniversitypublishesmanypoliciesandreferenceinformationonitswebsitethatmaybeofuseandofinteresttostudentsthroughtheprogrammeoftheirstudiesatHeriot‐WattUniversity

Whereverpracticable,UniversitypolicyisdesignedtoincludeallmembersoftheUniversity’scommunity,bothwithinandoutwiththemaincampusenvironments.

Important information for students is contained in the Student LearningCodeofPractice. Thisdocument isattachedinAppendixC4.

Policiesofspecificinterestandrelevancetostudentscanbeaccessedvia:

http://www.hw.ac.uk/committees/ltb/ltb‐policies.htm

B2 OrdinancesandRegulationsHeriot‐WattUniversityhasadetailedsetofruleswhichgovernstheoperationandmanagementofUniversitybusiness.ThesearereferredtoasOrdinancesandtheseOrdinancesaresetbytheCourt,whichisthegoverningbodyoftheUniversity.TheOrdinancesprovidearegulatoryframeworkforcorporategovernance,

TheUniversityOrdinancesaresupportedbyUniversityRegulationswhichprovidearegulatoryframeworkforthegovernanceofacademic‐relatedmatterswhichStaffandStudentsmustadheretoforallacademicmatters.

ThereareanumberofpoliciesandproceduresthatunderpintheOrdinancesandRegulations.

ThefollowingsectiononAcademicSupportServicesoftenreferstoOrdinancesandRegulations.Theselinkswillprovideyouwithinformationandguidanceonallmattersrelatingtoyouracademiclife.

AfulllistofOrdinancesandRegulationsareavailableatthefollowingweblink:

http://www.hw.ac.uk/ordinances/regulations.pdf

B3 QuickFinderGuidetoAcademicSupportServices1.AcademicSupport

1.1 Mentoring http://www.hw.ac.uk/quality/studentsupport.htm

and

http://www.hw.ac.uk/registry/enrolment.htm

PGCAPparticipantsaremembersofstaff

1.2 ProfessionalDevelopmentPlanning

http://www.hw.ac.uk/careers/pdp/index.php

ThisdoesnotapplytothePGCAP,wherestaffaretheparticipants

1.3 StudentFeedback

http://www.hw.ac.uk/quality/studentfeedback.htm

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section6“ProgrammeOverview”ofthishandbookforfurtherdetails.

2.Enrolment,AttendanceandPeriodsofStudy

2.1 Attendance/AbsencefromtheUniversity

PolicyonStudentAttendance:http://www.hw.ac.uk/registry/resources/studentattendancepolicy.pdf

WithdrawalfromtheUniversity:http://www.hw.ac.uk/registry/resources/withdrawalprocedures.pdf

http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation1–GeneralRegulation,paragraph6

Regulation18–PostgraduateCertificatesandGraduateCertificates,paragraph12

2.2 AccreditationofPriorLearning

http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation46–AccreditationofPriorLearning(APL)

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section5.7“AccreditationofPriorLearning”ofthishandbookforfurtherdetails.

2.3 AmendmenttoRegistration

ApplicationForm:

http://www.hw.ac.uk/registry/resources/amendmenttoregistration.doc

2.4 ChangeofAddress

PleaselogintoStudentSelfService

https://myhwu.hw.ac.uk/HWSAS8/twbkwbis.P_WWWLogin

2.5 Enrolment http://www.hw.ac.uk/registry/enrolment.htm

2.6 PeriodsofStudy http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation18–PostgraduateCertificatesandGraduateCertificates,paragraph10

2.7 StudentPersonalInformation(DataProtection)

www.hw.ac.uk/students/data_protection_policy.pdf

2.8 SuspensionofStudies

Studentsareadvisedtoconsultwiththeirmentor/YearCo‐ordinator/DirectorofStudiesinthefirstinstance(forthePGCAPcontacttheprogrammeleader)

ApplicationformsareavailableontheRegistrywebsite–FindaForm,http://www.hw.ac.uk/registry/forms.htm

UndertheheadingofStudentRecords:

AmendmenttoRegistration(ApprovalbySchool/Institute)(Postgraduate)

AmendmenttoRegistrationUndergraduateandPostgraduateTaught(ApprovalByStudiesCommittees)

2.9 TeachingTimetables

www.hw.ac.uk/timetabling

3.GuidanceonAssessment

3.1 Assessment http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation18–PostgraduateCertificatesandGraduateCertificates,paragraphs13–19

3.2 CommonAssessmentandProgressionSystem(CAPS)

http://www.hw.ac.uk/registry/resources/CAPSdiagrampgt.pdf

3.3 ExtensiontoAssessmentDeadlines

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section5.6“Assessment”ofthishandbookforfurtherdetails.

3.4 IllHealthand http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation9–AssessmentandExaminations,paragraph9,12

ExtenuatingCirc*mstances‐Assessment

Regulation18–PostgraduateCertificatesandGraduateCertificates,paragraph12,17,21

3.5 SpecialCirc*mstancesinAssessment

Policy:http://www.hw.ac.uk/registry/resources/special‐circ*mstances‐policy.pdf

ApplicationForm:http://www.hw.ac.uk/registry/resources/special‐circ*mstances‐form.doc

3.6 Non‐SubmissionofAssessment

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section5.6“Assessment”ofthishandbookforfurtherdetails.

3.7 SubmissionofAssessment

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section5.6“Assessment”ofthishandbookforfurtherdetails.

4.ExaminationandRe‐assessmentProcedures

4.1 AssessmentResults

http://www.hw.ac.uk/registry/examinations.htm

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section5.6“Assessment”ofthishandbookforfurtherdetails.

4.2 DiscretionaryCredits

http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation18–PostgraduateCertificatesandGraduateCertificates,paragraph20

4.3 Examinations ThisdoesnotapplytothePGCAP,whichisassessedby100%coursework

4.4 ExaminationDiets ThisdoesnotapplytothePGCAP,whichisassessedby100%coursework

4.5 ExaminationTimetables

ThisdoesnotapplytothePGCAP,whichisassessedby100%coursework

4.6 IllHealthandExtenuatingCirc*mstances–Examinations

http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation1–GeneralRegulation,paragraph6

Regulation9–AssessmentsandExaminations,paragraph9,12

Regulation18–PostgraduateCertificatesandGraduateCertificates,paragraph12,17,21

4.7 SpecialCirc*mstancesinAssessmentandExaminations

Policy:http://www.hw.ac.uk/registry/resources/special‐circ*mstances‐policy.pdf

ApplicationForm:http://www.hw.ac.uk/registry/resources/special‐circ*mstances‐form.doc

4.8 ExaminationinDifferentTimeZones

Policy:http://www.hw.ac.uk/registry/resources/QESCpolicyexams.pdf

4.9 InformationonStudentFeesandCharges

ThisdoesnotapplytothePGCAP,whichisfreeofchargeforemployeesofHWU

4.10 Re‐assessment http://www.hw.ac.uk/registry/examinations/reassessmentprocedures.htm

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section5.6“Assessment”ofthishandbookforfurtherdetails.

4.11 UseofCalculatorsinExaminations

ThisdoesnotapplytothePGCAP,whichisassessedby100%coursework

5.Grading,AwardsandQualifications

5.1 RequirementsforAwards

http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation18–PostgraduateCertificatesandGraduateCertificates,paragraph1519,21

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section5.6“Assessment”ofthishandbookforfurtherdetails.

5.2 IntermediateAwards

http://www.hw.ac.uk/registry/awards/intermediateawards.htm

6.Graduation

6.1 GraduationInformationandApplicationForms

http://www.hw.ac.uk/registry/graduation.htm

7.Conduct,DisciplineandAppeals

7.1 AcademicConduct(includingcopying,plagiarismandcollusion)

FurtherInformationisavailablefrom:http://www.hw.ac.uk/ordinances/

Ordinance9–StudentDiscipline

Regulation9–AssessmentandExaminations,Paragraph8

Regulation50–StudentDiscipline

7.2 Appeals FurtherInformationisavailablefrom:http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation36–StudentAppeals

TheStudentAcademicAppealPolicyandProceduresareavailableat:

http://www.hw.ac.uk/registry/appeals.htm

7.3 DetectionofPlagiarism

http://www.hw.ac.uk/registry/discipline.htm

http://www.hw.ac.uk/registry/resources/plagiarismjiscnote.pdf

PleaserefertothePGCAPprogramme‐specificinformationinPartA,Section5.6“Assessment”ofthishandbookforfurtherdetails.

PleaserefertoAppendixC6“StudentGuidetoPlagiarism”forfurtherdetails.

7.4 GuidelinesforStudentsandStaffonStudentDisciplineProcedures

http://www.hw.ac.uk/registry/resources/discguidelines.pdf

7.5 Plagiarism FurtherInformationisavailablefrom:

http://www.hw.ac.uk/registry/discipline/plagiarism.htm

PlagiarismGuide:

ForanEnglishlanguageversion,pleaserefertohttp://www.hw.ac.uk/registry/resources/plagiarismguide.pdf

(thisdocumentisattachedinAppendixC6)

FortheChineselanguageversion,pleaserefertohttp://www.hw.ac.uk/registry/resources/plagiarismguidechinese.pdf

FortheArabiclanguageversion,pleaserefertohttp://www.hw.ac.uk/registry/resources/plagiarismguidearabic.pdf

PleaserefertoAppendixC6“StudentGuidetoPlagiarism”forfurtherdetails.

7.6 UseofMobile

Telephones

http://www.hw.ac.uk/registry/Discipline.php

http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation9–AssessmentandExaminations,paragraph8

Regulation50–StudentDiscipline

8.Complaints

8.1 ComplaintsPolicyandProcedures

FurtherinformationontheUniversity'sComplaintsPolicyandproceduresisavailablefrom:http://www/hw.ac.uk/registry/complaints.htm

9.Suspension,WithdrawalandExitAward

9.1 Suspension Studentsareadvisedtoconsultwiththeirmentor/YearCo‐ordinator/DirectorofStudiesinthefirstinstance(forthePGCAPcontacttheprogrammeleader)

ApplicationformsareavailableontheRegistrywebsite–FindaForm,http://www.hw.ac.uk/registry/forms.htm

UndertheheadingofStudentRecords:

AmendmenttoRegistration(ApprovalbySchool/Institute)(Postgraduate)

AmendmenttoRegistrationUndergraduateandPostgraduateTaught(ApprovalByStudiesCommittees)

FurtherInformationisavailablefrom:http://www.hw.ac.uk/ordinances/regulations.pdf

Regulation1–GeneralRegulation,paragraph6

Regulation18–PostgraduateCertificatesandGraduateCertificates,paragraph10

9.2 Withdrawal ApplicationFormtowithdrawfromstudiesisavailableform:http://www.hw.ac.uk/registry/studentrecords.htm

9.3 ExitAwards http://www.hw.ac.uk/registry/awards/exitawards.htm

PartC–AppendicesC1 ProgrammeDescriptor

FormP10 Heriot‐WattUniversity–ProgrammeDescriptionTemplate Version4.0(2010/2011

1. Programme Code(s) (recruitment & exit awards)

J1A0

2. Programme Titles for all awards (unabbreviated)

Postgraduate Certificate in Academic Practice

3. Main Award(s) (to be recruited to)

PGCert

4. Exit Awards (for graduation only)

5. Type Taught

6. Programme Accredited by HEA

7. UCAS Code

8. SchoolSML

9. QAA Subject Benchmarking Group(s) Education Studies

10. Date of RevisionApril 2015

11. Educational Aims of the Programme The PGCAP programme aims to establish participants’ concepts of learning, and thus of their academic practice, within the integrated dimensions of the Scholarship of Teaching & Learning (SoTL) which is understood and referred to as the Scholarship of Academic Practice (SoAP). It aims to provide participants with the confidence to:

plan and choose appropriate strategies from a diversity of teaching approaches - including technology determine when and how innovation is beneficial to promote high quality learning support learning in different modes (locations, levels, roles) through the adoption of key policies and a theory and practice-informed attitude to teaching and

learning know where their strengths and weaknesses are while challenging themselves.

The programme further aims for participants to establish their own academic identity and practice (specifically in Learning & Teaching) as a 21st century Academic within the global reach of Heriot-Watt University and the context of Scottish Higher Education.

12. The Programme provides opportunities for learners to achieve the following outcomes:

Subj

ect M

aste

Understanding, Knowledge and Cognitive Skills Plan teaching approaches appropriate to the disciplinary context, mode, location, and level of learning, and choose confidently from a variety of

suitable teaching methods. Demonstrate critical engagement with principles of curriculum design, and their application on course and programme level, both conceptually and

within discipline contexts. Relate contrasting assessment goals and functions to their role in educational design and how they affect student learning.

Scholarship, Enquiry and Research Integrate research in learning and teaching, and determine the most relevant approach to research informed teaching from the research-teaching

nexus. Evidence adoption of scholarship: integration of research and professional activities in their teaching and support of student learning. Evaluate their learning and teaching practice by choosing appropriate methods and methodologies. Integrate critical engagement with education literature and practice, and implement pedagogical knowledge to educational design in their discipline.

Pers

onal

Abi

litie

s Industrial, Commercial and Professional Practice

Identify and develop their academic identity and situate their academic practice within the global environment of the institution, Scottish Higher Education, and external bodies.

Evidence the adoption of a critically reflective approach to their academic practice and their own professional values in relation to learning, teaching and research.

Autonomy, Accountability and Working with Others Adopt an inclusive attitude to equality and diversity, apply principles of interculturality and operate proactively within transnational education. Apply effective strategies to mentoring students, and supervision of student projects and research.

Communication, Numeracy and ICT Evaluate the relevance of technology and employ appropriate technologies to improve the student learning environment and experience, and

appraise the potential benefits of changing pedagogic practice. Engage in professional dialogue with peers through effective communication and by giving constructive, useful feedback.

13. Approaches to Teaching and Learning: The PGCAP programme is designed to offer choice in mode and location to make it available to all staff who support student learning, in particular all academic staff, regardless of location and learning preference. The key principle to safeguard academic standards across multi-mode/location provision is49:

“Identical Academic Standards; Diversity of Learning Experiences”

The face-to-face division of the programme includes seminars and workshops on the Edinburgh campus over the course of the semester, and - where possible - block-taught sessions on international and other Scottish campuses.

The online division of the programme is delivered through the university’s Virtual Learning Environment (VLE) VISION and uses additional technologies when suitable. The online learning design is based on the Community of Inquiry framework (Garrison & Anderson50) and its three major components of Cognitive-, Social- and Teaching presence. Practical Inquiry, the process embedded in Cognitive presence, considers both the psychological and sociological sides of the educational process identified by Dewey51 as early as 1897.

14. Assessment Policies:The assessment regulations follow those for other Postgraduate courses in the University, except for one adjustment to the Common Assessment and Progression System: as is common in courses for academic staff, grading is on a pass / refer basis. Assessment involves a series of practical activities, which are aligned with the learning outcomes of the course being assessed. All assignments relate to the participants’ own practice in teaching, learning and research, and are coursework-based.

49Heriot‐WattUniversity(2014)CodeofPracticefortheManagementofMulti‐Location,Multi‐ModeProgrammes.50Garrison,D.R.&Anderson,T.(2003)E‐learninginthe21stCentury:AFrameworkforResearchandPractice,NewYork:Routledge.51Dewey,J.(1897)‘MyPedagogicCreed’,TheSchoolJournal,VolLIV,No3,pp.77‐80

C2 StrategicContextProgrammeMappingProgrammeLearningOutcomes Strategicaimsandpriorities

Understanding,KnowledgeandCognitiveSkills US:Deliverhighqualityteachingandlearning

Planteachingapproachesappropriatetothedisciplinarycontext,mode,location,andleveloflearning,andchooseconfidentlyfromavarietyofsuitableteachingmethods.

L&TStudents1: Provideanequivalentlearningexperienceacrossallmodesandlocationsofstudy

L&TStudents4:Enhanceapproachestolearning,teachingandassessment,drawingoninternalandexternalgoodpracticeandaligningdeliverymethodswiththeinstitution'slearningandteachingpriorities

L&TStaff1:Equipstaff,wherevertheyarelocated,withtheskillsandexpertisetoteach,assessandsupportstudentlearninginaglobalisedinstitution

Demonstratecriticalengagementwithprinciplesofcurriculumdesign,andtheirapplicationoncourseandprogrammelevel,bothconceptuallyandwithindisciplinecontexts.

L&TStudents 3: Deliveracurriculumwhichisresearch‐informed,professionallyrelevant,internationalandmulti‐disciplinaryinitscontent

L&TStudents4:Enhanceapproachestolearning,teachingandassessment,drawingoninternalandexternalgoodpracticeandaligningdeliverymethodswiththeinstitution'slearningandteachingpriorities

L&TStaff5:AlignacademicdevelopmentactivitiesforstaffmorecloselywiththeUniversity'sLearningandTeachingStrategyandtheUKProfessionalStandardsFramework

Relatecontrastingassessmentgoalsandfunctionstotheirroleineducationaldesignandhowtheyaffectstudentlearning.

L&TStudents4: Enhanceapproachestolearning,teachingandassessment,drawingoninternalandexternalgoodpracticeandaligningdeliverymethodswiththeinstitution'slearningandteachingprioritiesL&TStaff1:Equipstaff,wherevertheyarelocated,withtheskillsandexpertisetoteach,assessandsupportstudentlearninginaglobalisedinstitution

Scholarship,EnquiryandResearch US:Beinginformedbyrelevantresearch

Integrateresearchinlearningandteaching,anddeterminethemostrelevantapproachtoresearchinformedteachingfromtheresearch‐teachingnexus.

L&TStudents 3: Deliveracurriculumwhichisresearch‐informed,professionallyrelevant,internationalandmulti‐disciplinaryinitscontent

L&TStaff2:Promoteresearch‐informedteaching,ensuringthatresearchshapestheundergraduateandpostgraduatetaughtcurriculum

Evidenceadoptionofscholarship:integrationofresearchandprofessionalactivitiesintheirteachingandsupportofstudentlearning.

L&TStudents 3: Deliveracurriculumwhichisresearch‐informed,professionallyrelevant,internationalandmulti‐disciplinaryinitscontent

L&TStaff1:Equipstaff,wherevertheyarelocated,withtheskillsandexpertisetoteach,assessandsupportstudentlearninginaglobalisedinstitution

L&TStaff2:Promoteresearch‐informedteaching,ensuringthatresearchshapestheundergraduateandpostgraduatetaughtcurriculum

Evaluatetheirlearningandteachingpracticebychoosingappropriatemethodsandmethodologies.

L&TStudents4: Enhanceapproachestolearning,teachingandassessment,drawingoninternalandexternalgoodpracticeandaligningdeliverymethodswiththeinstitution'slearningandteachingpriorities

Integratecriticalengagementwitheducationliteratureandpractice,andimplementpedagogicalknowledgetoeducationaldesignintheirdiscipline.

L&TStudents2: Support studentsinbecomingconfident,independentlearnersthroughastudent‐centredapproachtolearningL&TStudents4:Enhanceapproachestolearning,teachingandassessment,drawingoninternalandexternalgoodpracticeandaligningdeliverymethodswiththeinstitution'slearningandteachingpriorities

Industrial,CommercialandProfessionalPractice US:Continuallysupportingstafftointroduceenhancedapproachestoteaching,learning, assessment

Identifyanddeveloptheiracademicidentityandsituatetheiracademicpracticewithintheglobalenvironmentoftheinstitution,ScottishHigherEducation,andexternalbodies.

L&TStaff3: Encouragetheparticipationofstaffinnationalandinternationallearningandteachingconferences,workshopsanddevelopments

Evidencetheadoptionofacriticallyreflectiveapproachtotheiracademicpracticeandtheirownprofessionalvaluesinrelationtolearning,teachingandresearch.

L&TStudents2: Supportstudentsinbecomingconfident,independentlearnersthroughastudent‐centredapproachtolearning

L&TStaff4:Encouragetheparticipationofstaffinnationalandinternationallearningandteachingconferences,workshopsanddevelopments

Implementtheprofessionalvalues,coreknowledgeandareasofactivityoftheUKProfessionalStandardsFrameworkasacommitmenttocontinuingprofessionaldevelopmentandevaluationoftheirpractice.

L&TStudents4: Enhanceapproachestolearning,teachingandassessment,drawingoninternalandexternalgoodpracticeandaligningdeliverymethodswiththeinstitution'slearningandteachingprioritiesL&TStaff5:AlignacademicdevelopmentactivitiesforstaffmorecloselywiththeUniversity'sLearningandTeachingStrategyandtheUKProfessionalStandardsFramework

Autonomy,AccountabilityandWorkingwithOthers US:RecogniseincreasingstudentdiversityandidentifysolutionstotheiremergingneedsAdoptaninclusiveattitudetoequalityanddiversity,applyprinciplesofinterculturalityandoperateproactivelywithintransnationaleducation.

L&TStudents1: ProvideanequivalentlearningexperienceacrossallmodesandlocationsofstudyL&TStudents3:Deliveracurriculumwhichisresearch‐informed,professionallyrelevant,internationalandmulti‐disciplinaryinitscontent

Applyeffectivestrategiestomentoringstudents,andsupervisionofstudentprojectsandresearch.

L&TStudents2: Support studentsinbecomingconfident,independentlearnersthroughastudent‐centredapproachtolearning

Communication,NumeracyandICT

Evaluatetherelevanceoftechnologyandemployappropriatetechnologiestoimprovethestudentlearningenvironmentandexperience,andappraisethepotentialbenefitsofchangingpedagogicpractice.

L&TStudents4: Enhanceapproachestolearning,teachingandassessment,drawingoninternalandexternalgoodpracticeandaligningdeliverymethodswiththeinstitution'slearningandteachingpriorities

Engageinprofessionaldialoguewithpeersthrougheffectivecommunicationandbygivingconstructive,usefulfeedback.

L&TStaff1: Equipstaff,wherevertheyarelocated,withtheskillsandexpertisetoteach,assessandsupportstudentlearninginaglobalisedinstitutionL&TStaff3:Encouragetheparticipationofstaffinnationalandinternationallearningandteachingconferences,workshopsanddevelopmentsL&TStaff4:Facilitatecollaborationbetweenstaffindifferentlocationsinordertoenhanceeducationalpracticeandthecurriculum

C3 GraduateAttributesMappingGraduateAttributes PGCAPLearningOutcomes

Specialist

Possessesabreadthanddepthofknowledgeintheirspecialistarea

2.Relatecontrastingassessmentandfeedbackgoalsandfunctionstotheirroleineducationaldesignandapplythesetostudentlearning.3.Designteachingandassessmentactivitiesthatfosterstudentlearningandarealignedwithinthecurriculum.2.Justifythechoiceofunderlyingtheoreticalframeworkandthemethodsthatderivedfromit,e.g.datagathering,researchinstruments,anddatatype.

Course2

Year2

Applies,throughresearchandenquiry,asystematicandcriticalapproach

7.Evidencetheadoptionofscholarshipbyintegratingresearchandprofessionalactivitiestobenefittheirstudents’learning.5.Justifyalignmentofthedataanalysismethodtoinquirydesignanddeveloptheirargumentsbasedonthecriticalinterpretationofevidence.

Year2

Adoptsaninformed,analyticalapproachtoidentifyingandresolvingproblems

4.Criticallyevaluateevidencedrawnfromexistingeducationalresearch,scholarshipandpractice.6.Integratecriticalengagementwitheducationliteratureandpractice,andimplementpedagogicalknowledgetoeducationaldesignintheirdiscipline.

Course1Course2Year2

Isadeptatutilisingandapplyingknowledgeinpracticaloracademiccontexts

1.Demonstratecriticalengagementwithprinciplesofcurriculumdesignbyapplyingthemtocoursesandprogrammeswithintheframeworkofinternalandexternalrequirements.

Course2

Creative Demonstratescritical‐thinking,imaginationandintellectualagility

1.Demonstrateacriticalunderstandingofstudentlearning.Course1

Strivestobeinnovativeandexperimentalinadvancingknowledgeandincreatingsolutions

2.Formulateteachingapproachesthatfosterstudentlearningthroughtheuseofvariousmethods,includingtechnology,appropriatefortheirdisciplinarycontext,mode,location,andleveloflearning.

Course1

Isflexibleandabletoadapttorapidlychangingenvironments

Seeksandprogressesopportunitiesforchangeandgrowth

ProfessionalIsreflectiveandcritical

3.Reflectcriticallyontheirownacademicpracticeinthelightofresearch‐teachinglinkagesandthescholarshipofacademicpractice.

Course1

Actswithintegrityandanethicalapproach,acceptingpersonalresponsibility

3.Applyanethicallysoundapproachtotheinquiryfrominceptionthroughtocompletionanddisseminationoffindings.

Year2

Valuesandisadeptatteam‐workingandcollaboration 6.Communicateeffectivelybyengaginginprofessionaldialoguewithpeers,givingconstructive,usefulfeedback.

Course1Course2

Communicatesinaconfident,informedandinclusiveway

Isadeptatevaluating,managingandpresentinginformation1.Criticallyevaluateanareaoftheirlearningandteachingpracticebysystematicallyundertakinganeducationalinquiry.

Year2

Takesonincreasedresponsibility8.Continuetheirprofessionaldevelopmentbydisseminatingtheirfindingssuccessfullytoawideraudience.

Year2

Hasanappetiteforlifelonglearning

Isreliable,dedicatedandself‐motivated

Global Isabletoapplytheirknowledgeandskillsininternationalandmulti‐culturalacademicandprofessionalcontexts

5.Employprinciplesofinterculturalitytotheirownpracticeandoperateproactivelywithintransnationaleducation.

Course2

Asaglobalcitizen,isawareofandtakesresponsibilityforthesocial,civicandethicalimpactoftheiractions

5.Evidencetheadoptionofaninclusiveattitudetoequalityanddiversityintheirsupportofstudentlearning.

Course1

Appreciatesandrespondstocross‐culturaldiversity5.Employprinciplesofinterculturalitytotheirownpracticeandoperateproactivelywithintransnationaleducation.

Course2

Isawareof,andrespondsto,keychallenges

4.Relatepriorunderstandingoflearningandthecurriculumtothechoseninquiryintotheiracademicpractice,andproduceoriginalthoughts,ideas,processes,applications,recommendations,etc.toimprovestudentlearning.

Year2

C4 StudentLearningCodeofPractice(oncampus)Whatstaffcanexpectfromstudents

ThissectionistheofficialwordingfromtheAcademicRegistryPostgraduateHandbookTemplate

Mostimportantly,weexpectyoutotakechargeofyourownlearning.Thisisyourdegree;togetthemostofyourtimeattheUniversityyouneedtobeindependent,self‐motivatedandproactiveinyourstudies.Weunderstandthatyoumayhaveotherdemandsonyourtime,butyourstudiesshouldcomefirst.Inaddition,weexpect:

Preparationforclassesasspecifiedbyyourlecturers,includingstudyinglecturenotes,workingontutorialquestionsandparticipatinginonlineactivities.Todowellinyourstudiesyouwillneedtoundertakeasignificantamountofprivatestudyinadditiontoattendingyourtimetabledclasses

Fullengagementandattendanceon time for lectures, laboratories,seminarsand tutorials:during thesemesteritisyourresponsibilitytobeavailabletoattendclassesand,inparticular,classtests

Basicorganisationalskills, includingcomingtoclasseswithpenandpaperreadytotakenotesorwithequipment for electronic note‐taking, and using a calendar so that you don't forget deadlines andappointments

Attention, courtesy and participation during classes; this includes asking and answering questions inlecturesandtutorials

Respectingdeadlinesforanyassignments

Takingresponsibilityforyourwork,whethercompletedindividuallyoraspartofa*group

Attendanceatanyscheduledmeetingswithamemberofstaff.Ifyoucan'tmakeascheduledmeeting,pleasenotifythememberofstaffinadvanceratherthanjustnotattending

CheckingyourUniversityemail,providingtimelyresponsestoemailsfrommembersofstaff

Provisionoffeedbackonyourcoursesandprogramme

Commitmenttoyourlearningandaprofessionalapproachtoyouracademicwork

Self‐reflectiononprogressandwillingnesstolearnfromfeedbackontutorialwork,projects,exams,andtryingtoimproveyourworkbasedonthatfeedback

Determinationandpersistence;sometopicsandproblemswillbechallengingandweexpectyoutomakeasustainedefforttomasterdifficulttopics.Lecturersaretheretohelpifyouneedit

Tokeepyourself informedaboutnewand interestingdevelopments inyourdiscipline(beyondwhat iscoveredinyourcourses)

Fullreferencingofallwork*

Adherencewithregulationsandrequirements,includinghealthandsafety

PolitenessandrespectforallmembersoftheHeriot‐WattUniversitycommunity(www.hw.ac.uk/equality/Values/Values%20Index.htm)andforthefacilities/servicesprovided.Thisincludesswitchingoffyourphonesandothersocialmediaduringclasses

*Fullreferencingisrequiredinaccordancewiththeconventionsofyoursubjectarea/discipline.Guidanceonreferencingand theuseof sources isavailable fromyour subject librarianand theEffective LearningService(http://www.hw.ac.uk/is/skills‐development/study‐support.htm). Remember that plagiarism is an academicoffenceevenifitisunintentional;youneedtotakecaretoavoidit.

Whatstudentscanexpectfromstaff

Teaching isoneofthemostimportantdutiesformembersofstaff.Althoughmembersofacademicstaffhaveresearchandadministrativedutieswhichalsorequireattention,weaimtoprovide:

Commitment to helping you learn,with support, encouragement and technical back‐up to help youdevelopyourskills

Researchinformedteachingandhighqualitydeliveryoflearningmaterialsinaccordancewiththesyllabus

Adviceandsupportoncoursecontentattutorials,laboratoriesandthroughpre‐arrangedmeetings

Appropriatesupervisionofproject/dissertationwork

Clearinformationandguidanceonassessmentrequirements

Availabilityforface‐to‐facemeetings,eitherduringscheduledofficehoursoratpre‐arrangedtimes

Timelyoralandwrittenfeedback

Timelyprovisionofmarks/gradesforcourseworkandexams

Apromptresponsefromyourmentor

Atimelyresponsetogeneralemailquestions

Guidanceonspecificregulationsandrequirementsincludingthoserelatedtohealthandsafety

Politenessandrespect(www.hw.ac.uk/equality/Values/Values%20Index.htm)

SometimesmembersofstaffareawayonUniversitybusinessandarenotabletorespondasquicklyasnormal.Ifthishappens,theywillleavean"out‐of‐office"messageandwilladviseyouwhotocontactinstead.

Ifyouhaveaproblem

Ifyouhaveapersonaloranyothertypeofproblemthatishavinganadverseeffectonyourstudies,pleasediscussitwithyourmentor. Weareheretohelp. Youcanalsodiscussanypersonalproblems includingcounselling,disability and financial difficulties with the staff in the Student Support (and Accommodation) Office(www.hw.ac.uk/support,oremail[emailprotected]).

Forproblemsaboutyourcourseorstudyprogramme,talktothelecturerfirst.Ifthatdoesn'thelp,youcanraisethematterwithyourClassRepresentativeortheYearDirectorofStudies.

AcademicRegistrarandDeputySecretary

September2013;revJanuary2014

PGCAP programme handbook 2016-17 · 2020. 7. 17. · 2 Part A – Programme Information 1. Welcome and Introduction Welcome to the PGCAP programme at Heriot‐Watt University. The - [PDF Document] (2024)