faculty of health, psychology & social care … · 23 mmu graduate outcomes on successful...

FACULTY OF HEALTH, PSYCHOLOGY & SOCIAL CARE

DEPARTMENT OF SOCIAL CARE & SOCIAL WORK

PgCert / PgDip / MA Advanced Social Work Practice

PROGRAMME SPECIFICATION

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education Secretary’s Note: As of July 2015, The College of Social Work has ceased to exist. Despite this, and given the relevance of many of the references to TCSW, in terms of programme design, development and delivery, the University has taken a decision to retain all references within this version of the programme specification until the time of the next periodic review.

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 12 June 2014

2 Effective date of Approved/Reviewed Programme Specification: eg1 September 2014 -31 August 2020

September 2014

3 This Version effective from: September 2016

4 Version number: 2014/version 3

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Unit Programme Specification

Social Work Research and Practice

Social Work Studies

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

PARM1.1

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference Section H – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Master of Arts in Advanced Social Work Practice Post Graduate Diploma in Advanced Social Work Practice Post Graduate Certificate in Advanced Social Work Practice

2 Brief Summary

The Post Graduate provision for qualified social workers builds upon qualifying programmes, the knowledge and skills learnt at this level and draws upon the regulatory frameworks, which define social work education at pre and post qualifying levels. The Programme consists of three professional post qualifying final awards

Post Graduate Certificate

Post Graduate Diploma

Master of Arts in Advanced Social Work Practice The programme has been designed to enable qualified practitioners to study for their continuing professional development utilising flexible and accessible modes of delivery primarily designed to develop learning in accordance with TCSW Professional Capabilities Framework. The programme enables students and employers to study individual units and/or full programmes of study to enhance practice based skills and knowledge relevant to post qualification training and education.

3 Awarding institution

Manchester Metropolitan University

4 Home Faculty

Faculty of Health, Psychology & Social Care

5 Home Department/ School/ Institute

Social Care and Social Work

PARM1.1

6 UCAS/GTTR code(s) .

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Masters (Level 7)

8 Alignment with University Curriculum Framework University Curriculum Frameworks

Flexible Curriculum Framework

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

Uniwide is not available for Postgraduate programmes.

10 Compliance with University Assessment Regulations University Assessment Regulations

Flexible Curriculum Framework and Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations

Registration Regulation (A13) That registration and completion of a unit and/or an award be undertaken within five years of the original date of registration. Progression Regulation (B8) Condonement is not permitted for each element of the assessment relevant to each specific unit. Students must pass all assessed elements of the unit to reach a pass standard within the unit/award. This also applies to aggregated marks where the unit assessment comprises of more than one element.

12

Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s)

a) Post Graduate Certificate in Advanced Social

Work Practice ( 60 credits) b) Post Graduate Diploma in Advanced Social

Work Practice (120 credits) c) MA Advanced Social Work Practice (180

credits)

14 Combined Honours There is no Combined Honours provision within this programme specification

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

PARM1.1

14a

(i) Combined Honours Awards available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards available

through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations

administered by this Programme Specification (ie “home” combinations)

N/A

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/A N/A

15 Interim exit awards and Subject title(s)

a)Post Graduate Certificate in Advanced Social Work Practice ( 60 credits) b)Post Graduate Diploma in Advanced Social Work Practice (120 credits)

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/A

N/A

17 Articulation and Progression Arrangements with Partners

Partner Name Details of Arrangements

N/A

N/A

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

N/A

19 Date, outcome & period of approval of last PSRB approval/accreditation

3rd March 2015 – Approval by The College of Social Work of ‘Best Interests Assessor’ unit.

Approval Status

PARM1.1

20 Date and period of approval of most recent MMU review/ approval

(i) Date of Latest review/approval 12th June 2014

(ii) Length & Dates of Period of approval given In (i) above:

Years: 4 years From: 1 September 2014 To: 31 August 2018

(iii) Major Modifications to Programme

Specification since last review/approval N/A

21 Next Scheduled Review Date:

2017/18

22 Programme Specification effective date:

September 2014

SECTION B - OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to:

GO1. Apply skills of critical analysis to real world situations within a defined range of contexts;

GO2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;

GO3. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

GO4. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

GO5. Manage their professional development reflecting on progress and taking appropriate action;

GO6. Find, evaluate, synthesise and use information from a variety of sources; GO7. Articulate an awareness of the social and community contexts within their disciplinary

field.

24 Programme Rationale .

PARM1.1

Following the deaths of vulnerable children and adults, the Coalition Government in 2009 announced a review of social work education and training by establishing a Social Work Reform Board who in 2011 published a number of recommendations to improve and enhance social work practice and social work education. One of the key recommendations of the Social Work Task Force was the need for a planned approach to the continued professional development of qualified social workers. Previously there had been a national structure for post qualifying education and training delivered at two levels – post qualifying award and higher specialist award. This structure was endorsed and regulated by the then professional body – the General Social Care Council and the framework included credited (predominantly at level 6)and non-credit bearing educational programmes. MMU has previously delivered units at the higher specialist level with a local competitor delivering the majority of the post-qualifying award.

The proposal for a new qualification structure for the continuing professional development of social workers is in response to the national changes for CPD education, which are now defined by The College of Social Work (TCSW) and represented through the Professional Capabilities Framework. TCSW recommend that credited CPD provision is developed in partnership with local employers and is delivered at Level 7 and hence this proposal to implement a Post Graduate CPD framework for qualified social workers. There has been extensive discussion with employers in relation to the proposed framework. This has included consultation with over 30 organisations within the social work sector and has resulted in extensive and substantive interest in this framework.

25 QAA Benchmark Statement(s)

There are currently no subject specific external subject benchmarks for post qualifying social work.

The post qualifying programme however, draws upon the QAA Subject Benchmarks for Social Work (2008) which are designed for qualifying (under graduate programmes) and,

The programme is also aligned to TCSW Professional Capabilities Framework and curriculum guides and,

The programme adheres to the QAA Master’s Degree Characteristics (2010)

26 Programme Specific Outcomes

Final Award Learning Outcomes On successful completion of the Postgraduate Certificate in Advanced Social Work Practice, students will be able to: 1. Critically apply understanding and analysis of the areas of knowledge and skills relevant to post qualifying social work practice. 2. Deal with complex issues systematically and creatively, making sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences. 3. Be competent, reflective practitioners who promote change, problem solving in human

PARM1.1

relationships and the empowerment and liberation of people to enhance wellbeing. 4. Systematically apply and integrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks within professional contexts. 5.Critical apply and synthesise understanding and application in practice, the relevant social, economic, political, historical, cultural, legal and methodological contexts in which Social Work is located 6. Facilitate individual self-development and continuing professional development by advancing their knowledge and developing skills to a high level. 7.To take responsibility for personal development planning as a basis for continuing professional development in line with TCSW Professional Capabilities Framework in relation to the defined nine domains and level descriptors On successful completion of the Postgraduate Diploma in Advanced Social Work Practice, students will be able to: 1. Critically apply understanding and analysis of the areas of knowledge and skills relevant to post qualifying social work practice. 2. Systematically apply and evaluate critical thinking and critical practice in a variety of practice settings. 3. Deal with complex issues systematically and creatively, making sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences. 4. Be competent, reflective practitioners who promote change, problem solving in human relationships and the empowerment and liberation of people to enhance wellbeing. 5. Systematically apply and integrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks within professional contexts. 6. Integrate a sophisticated understanding of ethical issues, codes of practice and social work values within their interventions in specific situations. 7.Critical apply and synthesise understanding and application in practice, the relevant social, economic, political, historical, cultural, legal and methodological contexts in which Social Work is located 8.Evaluate methodologies, develop critiques of these and, where appropriate, propose new hypotheses and research areas 9. Facilitate individual self-development and continuing professional development by advancing their knowledge and developing skills to a high level. 10. Systematically apply and integrate a wider range of knowledge and skills in their application to practice in relation to assessment and intervention through development of extended capability of this award 11.To take responsibility for personal development planning as a basis for continuing professional development in line with TCSW Professional Capabilities Framework in relation to the defined nine domains and level descriptors On successful completion of the Masters in Advanced Social Work Practice, students will be able to: In addition to the above, students will be able to:

12. Critically evaluate understanding of knowledge and a critical awareness of current problems and/or new insights, which are informed by academic discipline and professional practice.

PARM1.1

13. Systematically integrate an understanding of research, theory and evidence based Practice and where appropriate initiate new developments and practices to enhance the profession. 14. Critically analyse and synthesize a systematic understanding and application of research mindedness and application to practice 15. Systematically evaluate and apply the application of research and research processes and proactively utilise research within the practice environment.

(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes

N/A

27 Interim Award Learning Outcomes

On successful completion of the Postgraduate Diploma in Advanced Social Work Practice, students will be able to: 1. Critically apply understanding and analysis of the areas of knowledge and skills relevant to post qualifying social work practice. 2. Systematically apply and evaluate critical thinking and critical practice in a variety of practice settings. 3. Deal with complex issues systematically and creatively, making sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences. 4. Be competent, reflective practitioners who promote change, problem solving in human relationships and the empowerment and liberation of people to enhance wellbeing. 5. Systematically apply and integrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks within professional contexts. 6. Integrate a sophisticated understanding of ethical issues, codes of practice and social work values within their interventions in specific situations. 7.Critical apply and synthesise understanding and application in practice, the relevant social, economic, political, historical, cultural, legal and methodological contexts in which Social Work is located 8.Evaluate methodologies, develop critiques of these and, where appropriate, propose new hypotheses and research areas 9. Facilitate individual self-development and continuing professional development by advancing their knowledge and developing skills to a high level. 10. Systematically apply and integrate a wider range of knowledge and skills in their application to practice in relation to assessment and intervention through development of extended capability of this award 11.To take responsibility for personal development planning as a basis for continuing professional

development in line with TCSW Professional Capabilities Framework in relation to the defined nine domains and level descriptors On successful completion of the Postgraduate Certificate in Advanced Social Work Practice, students will be able to: 1. Critically apply understanding and analysis of the areas of knowledge and skills relevant to post qualifying social work practice. 2. Deal with complex issues systematically and creatively, making sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences.

PARM1.1

3. Be competent, reflective practitioners who promote change, problem solving in human relationships and the empowerment and liberation of people to enhance wellbeing. 4. Systematically apply and integrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks within professional contexts. 5.Critical apply and synthesise understanding and application in practice, the relevant social, economic, political, historical, cultural, legal and methodological contexts in which Social Work is located 6. Facilitate individual self-development and continuing professional development by advancing their knowledge and developing skills to a high level. 7.To take responsibility for personal development planning as a basis for continuing professional

development in line with TCSW Professional Capabilities Framework in relation to the defined nine domains and level descriptors

SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

Level 7

Master of Arts in Advanced Social Work Practice

Core Units

Code Status

Unit Title No of credits

21040052 Core Social Work Research and Practice 60

Option Units Choose 120 credits from options listed

Code Status


2CP3D654 Optional Assessed and Supported Year in Employment 30

2CP3D653 Optional Consolidating Professional Practice 30

2CP3D655 Optional Assessment & Intervention – Skills for Practice 30

2CP3D656 Optional Contemporary Policy and Legislation 30

2CP3D657 Optional Best Interests Assessor 30

2CP3D658 Optional The Professional Educator ( Stage 1) 15

2CP3D659 Optional The Professional Educator ( stage 2) 15

2CP3D660 Optional Developing Effective Supervision and Mentoring 30

2CP3D661 Optional Leadership and Management 30

2CP3D662 Optional Continuing Professional Development in Social Work

15

PARM1.1

On successful completion of the following Level 7 credits: 60 credits: interim and final exit award – PG Certificate in Advanced Social Work Practice 120 credits: interim and final exit award – PG Diploma in Advanced Social Work Practice 180 credits: Final exit award - Master of Arts in Advanced Social Work Practice

Post Graduate Diploma in Advanced Social Work Practice


Code Status








2CP3D659 Optional The Professional Educator (Stage 2) 15




15

On successful completion of the following Level 7 credits:

60 credits: interim and final exit award – PG Certificate in Advanced Social Work Practice 120 credits: interim and final exit award – PG Diploma in Advanced Social Work Practice

Post Graduate Certificate in Advanced Social Work Practice


Code Status








2CP3D659 Optional The Professional Educator ( stage 2) 15




15

PARM1.1

On successful completion of the following Level 7 credits: 60 credits: interim and final exit award – PG Certificate in Advanced Social Work Practice

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

All Social Work programmes are designed and delivered in partnership with a range of stakeholders, which ensures good employability for all students. Students will be in employment and largely sponsored by their employers in line with employer based career structures. Employability is therefore more focused on enhancing skills within employment with a view to enhancing professional practice in working with vulnerable people. The curriculum is designed in partnership with employers and in line with external benchmarks. Employer engagement ensures relevance, currency and applicability for enhancing employment and the awards proposed enable flexibility to meet the changing needs of social work practice and social work employers. The programmes aim to enable students to develop their knowledge and skills of social work in defined and specialist areas post qualification in order to prepare them for enhanced social work practice within defined and generic settings. To ensure this is achieved all units are mapped to employability and sustainability standards. The development of a professional development profile (PDP) (Please see section 37 for further information) ensures coherence between the needs of the individual learner, the employer focus and the defined educational needs of the programme to be studied. The PDP forms part of the learning contract with the student and is shared with employers at the completion of the period of study to ensure coherence of learning for qualified social workers. It is anticipated the development of a PDP will significantly enhance employability of students studying on this programme. As a newly established programme, career destination routes are not applicable given the post qualifying nature of the programme. Most students are sponsored by employers and are therefore already in employment. Completion of post qualifying units/awards is often linked to employer career progression structures with successful completion leading to enhanced employment conditions.

30 Curriculum Design

Programme Philosophy Social Work as a profession operates within contested and at times turbulent contexts in the support for vulnerable people, families and communities. Social work is about the empowerment, liberation, support and protection of the most vulnerable people within our society and as a result focuses upon change at both individual and societal levels. At the heart of

PARM1.1

social work is the promotion of human rights and social justice to facilitate change in partnership with individuals, families and communities often at the point of distress and vulnerability. The post qualifying Social Work programmes at MMU are in their design and delivery premised on the following key principles

To do more of the right thing, rather than doing things right

Ensure service users and their families are central and at the heart of what we do

Partnership based in the design and delivery of social work education

Focused upon the promotion of human rights and social justice and the protection of individuals and their families

Systematic and developed pathways for the coherence and continuity of the student learning experience

Promoting social work and social work practitioners who are creative, innovative, critically reflective and curious

Practice focused and engaged ensuring exceptional levels of integration between research, theory and practice.

Promotion of defined and lifelong relationships with all stakeholders – service users & carers, employers and practitioners.

Maintaining global and international perspectives of social work for students, staff, teaching, research and enterprise

Remembering who we are, why we are here and what we do well. The development and embedding of the above principles is an ongoing and ‘live’ experience for staff, students and all our stakeholders who support the delivery of social work education.

The programme philosophy is embedded in key and defined pedagogic approaches to learning which support the development of the learner at different stages of their progression. The defined pedagogic approaches reflect the needs of learners, the subject area and are interwoven in the programme principles defined above. Curriculum Design Building upon and integrating the above principles, the approach to teaching and learning has also been developed with reference to the needs of all stakeholders and is premised on the following:

The College of Social Work Professional Capabilities Framework (2011) and TCSW Curriculum Guides have been utilised in the design and delivery of the post qualifying social work programmes

The curriculum has also been developed and underpinned to ensure alignment with ensuring that the levels of qualifications adhere to the Framework for Higher Education Qualifications (2008)

Manchester Metropolitan University Strategy for Learning, Teaching and Assessment In addition, the Programmes build upon the knowledge and skills developed in qualifying training and is underpinned by:

PARM1.1

the Quality Assurance Agency Subject Benchmark Statements for Social Work (QAAHE, 2008)

The HCPC Standards of Proficiency for Social Workers (HCPC 2012) and the Standards of Conduct, Performance and Ethics’ (HCPC 2008).

In addition, the programme team are committed to the high standards articulated by the professional college for social work (TCSW) and the high standards articulated in the Institutions Strategy for Learning, Teaching and Assessment developed with support from the Centre for Excellence in Learning and Teaching. Importantly, as part of the process of design, the programme team have undertaken extensive stakeholder consultation over a number of months with a range of employers from the statutory and Private, Voluntary and Independent (PVI) sectors. The outcomes of this employer engagement are reflected in the teaching, learning and assessment strategy. Stakeholder engagement and consultation has led to the development of a creative curriculum underpinned by creative and dynamic modes of delivery to support the needs of the social work workforce. Employer requirements are increasingly for highly specialist forms of knowledge enhanced flexibility of learning, utilisation of creative and non-traditional lecture based units and flexibility of study for defined units, and or full programmes which are either credited, non-credited and which can be accessed through sponsored places or through individual applications. In response to this feedback, the curriculum has been designed to offer high level of flexibility specifically in relation to delivery which also ensuring quality standards are maintained commensurate with postgraduate study. Units, therefore can be accessed as either stand-alone units, a full programme of units and ca be studied as credit rated learning or as stand-alone CPD learning. In this context, the programme is highly flexible, innovative and creative in its delivery to meet the current challenging context of social work. Each unit has been developed to reflect the core principles outlined above and is structured as follows Unit Delivery

Day 1 -Induction day focusing upon individual learning styles, adherence to TCSW PCF levels and introduction to the programme’s Professional Development Review process

Day 2 & 3 – Delivery of a master class session over two days, specialist area of knowledge delivered by a subject expert. Students are advised in advance that they will be expected to work overnight in relation to tasks set from day 1. The formative assignment is introduced.

Day 4 –Half day on reflecting and embedding learning from the first master class session, followed by group feedback on the formative assessment. Individual tutorials are held for the second half of the day.

Day 5 & 6 - Delivery of a master class session over two days, specialist area of knowledge delivered by a subject expert. Students are advised in advance that they will be expected to work overnight in relation to tasks set from day 1.

Day 7 – A half day looking at unit evaluation and individual tutorials to support he summative assessment and completion of the Professional Development Review.

The development and implementation of new post qualifying social work programmes has enabled the programme team to design teaching, learning and assessment strategies, which underpin this mode of delivery and which focus upon constructive curriculum alignment between units and

PARM1.1

across programmes at a postgraduate level in line with QAA Masters level benchmarks. It is intended that teaching, learning and assessment focuses upon developing and facilitating student learning as independent learners, in alignment with the programme aims and identified learning outcomes, who are qualified professionals focusing upon their continued professional development. The Programme’s strategies aim to facilitate students becoming autonomous, independent critical practitioners, encouraging self-development at an advanced level and promoting advanced skill and knowledge development within the social work profession. Underpinning the programmes philosophy of teaching, learning and assessment is the recent report into social work education published by The Department of Health (2013) - Previsioning Social Work Education- An Independent Review by David Croisedale-Appleby. The review focuses upon the development of the social worker as :

The student as a practitioner

The student as a professional

The student as a social scientist within a professional context Social work as an activity is a constructed phenomenon and as a result requires high level thinking skills, specifically in critical thinking and analysis for practice. The programme aims to build upon Blooms Taxonomy (Bloom 1956) - ‘knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation’ whereby a scaffolding approach is taken to learning and professional development and it is supported by Anderson and Krathwohl’s (2001) revision of Bloom’s taxonomy. Blooms taxonomy is traditionally utilised at an under graduate level, but the requirements for synthesis, analysis, evaluation and creativity in thinking and application are crucial to post qualifying social work and therefore the programme encourages the development of these skills throughout all units. The development of the qualified social worker as a social scientist through the programme enables opportunities for deeper study of specialist areas some of which are not open to under graduate qualifying students. In addition, the programme will utilise the Reven’s (1998) approach of action learning, (Pedler 1997) whereby this pedagogic approach aims to facilitate students becoming autonomous and independent learners, ready for professional qualification. Whilst promoting independence of learning for qualified practitioners, the programmes seek to deliver learning through a ‘master class’ delivery model which ensures high levels of expert knowledge is shared with students who then apply such knowledge through application in practice. The delivery of master classes enables high level learning through utilisation of leading experts in defined specialist areas of professional practice and specialist research areas. The underlying philosophy of the programme team’s strategy is to provide a diversity of learning and teaching methods that ensure an optimal learning experience and to respond flexibly to the diverse and changing needs of students in accordance with professional practice and the identified external benchmarks. The programme team believe that diversity within the student body is essential, enhances the learning experience and reflects the social work profession. Building upon adult learning theories of Kolb (1974), Honey and Mumford’s learning style questionnaire, a wide variety of learning and teaching approaches will be used to optimise the learning experience for all, enable learners to build on their prior experiences and success and to reflect the diverse nature of professional practice. The learning style questionnaire also contributes to the professional Development Review undertaken by students. Learning and teaching approaches will reflect and be appropriate for the specific learning

PARM1.1

outcomes of each unit. There is particular focus on collaborative and applied practice to social work and teaching and learning strategies reflect the applied nature of the subject. The range of teaching methods used will include master classes, tutorials, practical skills sessions and workshops, shared learning, problem based learning, case based learning, projects, presentations, directed and self-directed study. The variety of approaches aims to foster student empowerment and engagement and will enable students to maximise their potential and perform optimally. Delivery through expert master classes and problem solving/case-based approach will generally be used throughout the programme This will encourage the development of practice based reasoning skills and will enable students to contextualise their learning from early in the programmes. These skills will be further developed and find application in a real world setting whilst employed within a social work agency. Working in partnership is an essential component of social work practice and a variety of assessment methods have been employed to develop these skills. Group presentations are undertaken and individual input is assessed as part of this process. Evidence based practice and the utilisation of critical thinking skills is a key element in the delivery and facilitation of student learning at a postgraduate level. Students are encouraged to examine knowledge, the domains of knowledge, understanding the development and formation of knowledge and types of knowledge. They are then facilitated in identifying evidence for practice and justifying evidence based approached to social work practice. The contested and contextual nature of social work practice leads to high levels of participation and working in partnership with other professionals. The programme facilitates inter-professional learning from academic and practice perspectives enabling students to understand the roles and responsibilities of other professionals working with in health and social care. There will be considerable emphasis on learning through reflection. Students will be encouraged to reflect on their experiences through reflective writing assignments, case studies and identified units focusing upon professional development. Critical reflection and reflexive practice are a central skill in social work practice and all units within programmes embed the development of critical reflection. The opportunity to reflect in practice and on practice is again a central element of the practice-learning element of the programme. A key element of the teaching and learning strategy for post qualifying students is the development of an individualised Professional Development Profile (Please see Appendix one) which will act as a mechanism and process for the student and tutor to discuss and identify progress, individual learning needs, to develop an action plan to enhance learning and to set goals for professional development at all points within the programme. The PDP will encapsulate identified learning needs of the individual learner, developed through discussion with their employer. Master class provision will aim to address the identified learning needs and tutoring through the programme will focus on enhancing the learning and identifying how the learning has impacted upon practice. At the end of the programme, the PDP will be shared with the employing organisation. In designing the social work curriculum, the programme team aim to facilitate a process curriculum which enables continued learning for students and facilitates and develops a positive professional identity that focuses upon

Develop students’ confidence, self-efficacy and emotional resilience in the social work role

Develop skills of active learning and critical thinking

PARM1.1

Develop research mindedness and literacy

Develop decision making and professional judgment

Develop students’ ability to transfer knowledge from one setting or user group to another

Develop students’ abilities to identify their own learning needs and professional development

Lay the foundation for social workers’ future active use of professional supervision

Enable students to learn from and get support from their peers as a basis for team work

Enable students to learn from and with service users and carers

Model anti-discriminatory and anti-oppressive practice

Enable students to manage personal and professional boundaries

Encourage understanding and development of their own social work values

Encourage critical reflection on performance

Promote continuing professional learning in order to meeting changing future needs and contexts

It is anticipated that the above strategy will facilitate learning within a process curriculum, prepare students for the role of a professional social worker and begin the process of continued learning for professional development as a social worker post qualification. Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session.

31 Learning and Teaching

A variety of teaching/learning delivery methods will be used within the programme. This will include:

Expert Master Class session

Practice-based learning opportunities

Experiential workshops

Opportunities for small group work

Guided student-led and self-directed study

Individual and group tutorials

Professional development profile review points

Presentations

Key note lectures

Action learning sets

Problem based learning methods

In adopting a wide range of teaching and learning methods, the programme aims to provide

an emphasis on inclusive, experiential and participatory learning that values and utilises the richly diverse life and practice experiences students bring to the learning environment;

a dialogical approach to learning/teaching with learning activities designed to encourage students to adopt a curious, ‘problem-posing’ approach to learning;

PARM1.1

opportunities both in classroom and practice-based learning for students to develop knowledge, skills and professional capability through achieving a synthesis of theory and life/practice experience leading to their development as reflexive and reflective practitioners;

the provision of scope for meeting the learning requirements of all students, taking into account a wide range of learning styles, preferences and abilities of students from diverse social, cultural, educational backgrounds and communities often traditionally underrepresented in Higher Education.

Opportunities to enable the consolidation of learning post qualification and embed learning directly to social work practice

proactive measures will be taken to meet specific student learning requirements and there will be compliance with legislation to ensure that positive learning opportunities are offered and previous negative educational or life experiences are not replicated or reinforced;

opportunities will be provided at each stage of the programme to enable the development of students as independent and autonomous learners. This will largely be achieved through the early introduction of the Professional Development Portfolio, carefully managed collaborative and student-led group-work activities, web based learning and increasing opportunities for students to participate in inquiry and research activities;

Learning technology underpins the teaching, learning and assessment of the programme. Technology enabled learning materials are embedded throughout the curriculum and allow flexibility in the delivery of the programme thereby supporting the needs of the diverse student population. Learning technology facilitates independent learning and therefore supports the programme aims in developing an autonomous practitioner who is fit for practice. A senior Learning and Teaching Fellow and an E-learning support officer are available to support staff and students in aspects of accessing and learning from online learning. It is anticipated that the post qualifying programmes will develop substantive online learning approaches to facilitate qualified practitioners who respond positively to flexible delivery options.

32 Assessment

The assessment strategies have been developed with reference to:

The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (QAAHE 2008),

The QAA Quality Code for Higher Education

The QAA Subject Benchmark Statement for Social Work (QAAHE, 2008),

TCSW Professional Capabilities Framework (2011) and accompanying curriculum guides

The University Assessment Framework.

MMU Strategy for Learning, Teaching and Assessment

MMU Enhancing Quality Assessment and Learning (2011)

PARM1.1

The programme aims to provide a diversity of methods that ensure all students have an opportunity to succeed and progress through the programme. Assessments will reflect the learning outcomes of both the programme and individual units, with each assessment undertaken being relevant to the learner’s experience. All assessments are conducted according to MMU’s Assessment Regulations for Taught Postgraduate Programmes of Study operated within the Flexible Curriculum Framework. The emphasis is to provide for a range of assessment experiences that reflect contemporary academic standards and subject specific criteria within a clear regulatory and policy framework, whilst providing the optimum conditions and opportunities for learners to progress successfully through the programme towards completion. The assessment strategy and assessment criteria facilitate a process of incremental learning, building upon existing professional qualification, skills and experiences to continue to develop the professional practitioner who is autonomous, reflective and independent in their learning. All assessment strategies and methods are integral to the teaching and learning strategy, and are constructively aligned with the unit and programme learning outcomes so that students are able to demonstrate achievement of the unit learning outcomes clearly. Building upon Blooms taxonomy (Bloom 1956) there is a clear progression from understanding to evaluation and synthesis between units and across levels of study aiming to promote autonomy and independent learning in the final stages of the award. This allows synthesis and critical reflection of underpinning qualifications and application to practice post qualification. The variety of assessment methods used will reflect the variety of learning outcomes. Academic ability and key skills will be assessed by a variety of methods including written assignments, written reports, group and individual presentations and a research study for Post Graduate students who continue onto the full Masters award. The research study will be assessed by a critical literature review and an extended and detailed study proposal relating to an area of specialist social work practice All assessment strategies are linked to professional practice, whereby students will be required to apply learning through master class attendance to ‘real life’ situations in practice. Assessments are both formative and summative and again are linked to professional practice through the use of observations, case studies, report analysis and analysis of case recording Detailed mapping of QAA FHEQ Level 7 descriptors can be found in Section F, along with Manchester Metropolitan University graduate and programme outcomes, mapped against unit assessments.

Assessment Modes The assessment approaches will be necessarily diverse in order to reflect the theory-practice character of social work education at a post qualifying level and will operate in two modes throughout the learner’s experience: formative and summative. A unique feature of social work education is the participation of service users within the assessment of social work students and this is a key feature of post qualifying social work programmes at MMU.

Formative Assessment Students will have opportunities within each unit to undertake formative assessment, which will be largely linked to case study analysis to allow early opportunity for application of knowledge and learning to professional practice situations. Reflective practice, use of personal narrative, case

PARM1.1

study and other tools to assess the on-going acquisition of knowledge and skills within a unit will form the basis of such assessment. The use of the Professional Development Review will also enhance the use of formative assessments enabling professional guidance for each individual learner. Summative Assessment This is linked specifically to the learning outcomes of the programme (see unit specifications), and the learner’s progression towards achievement of these. Summative assessment, therefore, is normally (but not exclusively) undertaken at the end of the unit of study. Summative assessment will be criterion referenced, and thus based upon the learner’s individual achievement when attempting to meet prescribed learning outcomes. Examples of summative assessment would include theoretical methods including written assignments, professional reports, individual and group presentations and utilisation of case studies to demonstrate application of learning to professional practice

Service Users and Assessment A range of approaches will be utilised to ensure the experience of service users and carers experiences form an integral part of the assessment process including the use of service user/ carer focused resources, including service users within the design of assessments and giving service users the opportunity to provide feedback on student performance. This is an area to be developed within the post qualifying programme structures. Providing Student Feedback and Evaluation on Assessment Providing students with feedback on their progress is a vital component of assessment and is key to closing the teaching, learning and assessment loop to enhance student learning. Students are provided with detailed constructive and developmental feedback from markers. Students are encouraged to approach their academic tutors and unit leaders to discuss their feedback and to develop personal action plans. Each unit includes a feedback workshop that is supported by individual tutorials. The recording of feedback forms part of the Professional Development Review and will be reviewed in partnership with students and academic tutors at defined points in the programme .It is hoped that students value the range of feedback and value the role of service user feedback in improving their own development and practice. The programmes adhere to the University policy of anonymous marking to ensure independence and objectivity in the assessment for student work with online marking through Turnitin. Assessment Quality Procedures Strong internal procedures exist for markers and marking teams and for internal moderators of academic assessment within the University policies and procedures. Where practicable, marking teams are selected from the teaching team involved in delivering the unit. The programme team adheres to MMU’s Assessment Regulations for Taught Postgraduate Programmes of Study operated within the Flexible Curriculum Framework. The monitoring and evaluation of student standards and attainment and reviewed and monitored through a variety of mechanisms. At a student level, individual tutorials and focus on the Professional Development Review are central to this process. Internal moderation, the review of unit feedback and external examiner assessment provides an additional level of monitoring at a unit and programme level. Finally, presentation of

PARM1.1

student results at assessment boards also allows opportunity for the assessment and review of individual students and identification of emerging themes at a cohort level. External Examiner scrutiny of assessed work is guided by the same regulations. Processes associated with the detection and management of suspected plagiarism will be dealt with within the disciplinary processes that exist within the university. As a professional programme within an applied subject area, the programme team aims to work in partnership with the professional body for social work (TCSW) and see this relationship as central to the contributing development and enhancement of quality processes that enhance student learning and final award. Training and development of staff for examining and marking is a key component of the induction process and whole team training and development is provided for all members of staff whenever the programme assessment strategy is modified or amended. New colleague development is supported by mentorship, staff development, shadow marking and co-marking. New markers will shadow an experienced colleague and receive feedback on their initial attempts. This is followed by allocation of a reduced marking load with access to a mentor throughout the process. All markers receive feedback on the volume and nature of comments on the assignment feedback sheets through the process of moderation, which then contributes to the external examiner processes. For the academic elements of the programme, all units are evaluated by students with aggregate findings discussed at the Programme Committee who oversees the quality of the student experience. In addition, student feedback forms part of the yearly personal development planning for all staff. All unit feedback contributes to the Continuous Improvement Plan, which informs development of the programme and is accountable at Faculty and University level. Internal moderation and external examiner feedback are also a key element of this process.

33 Inclusive Practice

There will be an integrated system for the support of student learning with both a concentrated system for the induction and support of first year learners in the early stages of study and throughout the programme. A multi-faceted strategy for student support has been developed. This is outlined as follows:

Support for new students:

A ‘Holistic’ approach to the support of learning for students accessing units and/or programmes. This includes:

Pre-course information and reading lists, are given to students identifying an indication of the level of study required on the programme. Web based information will support this process using Moodle. Journal articles are utilised to support knowledge development prior to commencing the programme.

A thorough induction process acquaints new students with the facilities provided within the University such as Library Services, Information Systems and the Disability Service. It also enables the development of individualised learning styles to be

PARM1.1

undertaken and introduction of the Professional Development Review.

Induction will provide both guidance on assessment criteria and regulations, together with the formal provision of the Student Handbook and Assessment Schedules. Opportunities will be arranged for students to familiarise themselves with the ethos and structures of the programme.

Tutorial support through individual and group tutorials at the point of induction and throughout the programme. One group based workshop tutorial will be delivered for each unit.

Collaboration between tutorial staff and the Disability Service will enable the programme to meet the learning requirements of all students. Where necessary this will lead to the implementation of individual student Learning Plans where students have specific learning requirements. Support for Student Learning throughout the Programme In addition to the systems described above the following will be available to students at all levels:

There will be a tutorial system with the allocation of an individual tutor to each student together with a specified number of opportunities for both individual and/or small group tutorials appropriate for the pathway and level of study

Professional Development Reviews forms part of the support processes for students at the point of entry and at defined review points throughout the programme of study.

Tutors will be responsible for reviewing student progress and for implementing procedures that ensure appropriate contact and tutorial support for students identified as being at risk of failure.

Tutors will also focus upon linking professional development through the professional Development Review with employer objectives for professional development

Time will be devoted within each taught unit to an ‘assignment briefing’ when the requirements of the assignment task and assessment criteria will be discussed.

For students transferring to the programme at defined points, a link tutor is provided which involves supporting the prospective student through the process of transition.

Liaison with employers who offer additional study days for students on post qualifying programmes

34 Technology Enhanced Learning

The post qualifying programme team utilise MMU’s VLE – Moodle to enhance learning and as a vehicle for communication for part time students. This is introduced to student through the induction process and support from MMU library. There are long term plans to develop distance learning materials which will be through online learning to enhance and contribute to delivery

PARM1.1

through master class sessions. It is envisaged that the long-term plans will support the overall programme objectives and allow part time learners easy access to University resources. Technology enhanced learning will aim to enhance delivery for qualified practitioners in addition to enabling flexibility of learning for students in the workplace.

35 Placement and/or Work-based Learning Activities

The current programme does not have opportunities for work-based learning ( placements) other than applying learning to ‘real life’ situations for professional practice as the majority of students will be sponsored by employers and therefore in a work setting allowing application of learning to ‘real life situations’ However, the post qualifying team have long-term intentions to work with employers to develop placement activities for post qualifying staff whereby students can enhance their learning through practice in defined and highly specialised areas.

36 Engagement with Employers

The Programme has good links with employers through a number of fora and this engagement is important in the development and organisation of the programme. These links are as follows:

Stakeholders meetings – these meetings are held on a three-monthly basis and the membership consists of representatives from local employers in the statutory, voluntary and private sectors and representatives from the Greater Manchester HEI’s including MMU. The purpose of these meetings is to address strategic issues across the region, to ensure effective communication between the programmes and employers and ensure the programme reflects local and national developments. There is a current sub group looking at the development of CPD for social work across the region and includes employers who are currently requiring CPD provision for staff.

As part of the development of this programme, close working relationships have been developed with all statutory employers within the Greater Manchester region and with a large number of Private, Voluntary and Independent (PVI) organisations.

Regional Meetings – the Programmes participate in the above stakeholder meetings, the newly established CPD Development Group, and the Cheshire Learning Resource Network. Employers and representatives from other HEIs attend these meetings and this ensures the currency of the programme and ensures that local and regional developments are addressed

Engagement with Service Users and Carers The involvement of service users and carers is important in this programme. Service users and carers are involved in a number of activities and these are outlined as follows:

Programme management, evaluation and development – it is intended that

PARM1.1

service users and carers will contribute to the post qualifying programmes through teaching, learning and assessment within units and programmes.

37 Personal Development Planning

Personal Development Planning (PDP) is an integral part of the post qualifying social work programmes and students are supported through the PDP process from registration through to completion of the award they are undertaking. PDP takes the form of a Professional Development Review (PDR), which focuses upon the development of the student as a qualified practitioner with defined and specific continuing professional development needs. The focus of the PDR is on the development of knowledge and practice, understanding and transferable skills to support lifelong learning and the development of self as professional social worker. The PDR focuses upon identified learning needs agreed with the learner and employer, and identification of taught learning as a process to address these needs. At the end of each unit and/or programme of study, the student is required to reflect critically upon their learning, how they have met their learning objectives and the impact the learning has upon their professional practice. A process of review and planning for both practice and theory is ongoing throughout the programme and the Professional Development Review is utilised as a mechanism to facilitate this process. Within the review, individual learning plans are developed by students in order to identify and address their strengths and weaknesses in relation to the PCF domains and level descriptors. Active reflection and identification of significant incidents facilitated by tutors and peer discussion will support the planning process and development of student PDR’s. Personal Tutors attached to a cohort of students will facilitate this throughout the programme. Facilitating students to know, understand and reflect upon their role as a social worker is paramount to personal and professional development. Time allocated within individual units of study will allow tutors to facilitate group and individual tutorials thus encouraging the development of professional attitudes and beliefs and the exploration of professional issues associated with personal and professional development throughout the programme. At the end of the programme, students will have a completed PDR, which captures their strengths and development areas and allows the identification of further continuing professional development.

SECTION E - PROGRAMME MANAGEMENT 38 Programme Specific Admission Requirements

The programme admissions regulations and entry requirements comply with the University’s Recruitment and Admissions Policy. Applications are welcomed from people with a wide range of backgrounds and experiences, to reflect the diversity of the communities served by social workers, including groups currently under-represented in social work. Over recent years, the routes through which students can gain access to higher education have been expanding. The entry requirements for this programme reflect this and students from a wide range of backgrounds are invited to apply. The provision being that through educational studies or experience the student can demonstrate the capacity to complete the programme successfully. Where applicants have a health related

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

PARM1.1

background, they will be required to hold a professional qualification or an under graduate degree in social sciences.

Applications for either a unit and/or a full award will be subject to the above entry requirements. Post Graduate Certificate/Diploma/Masters Awards The criteria normally applied will be that the applicant satisfies the following minimum levels of certification:

A relevant degree normally 2:2 or equivalent professional qualification recognised as being relevant to an under graduate degree

Other qualifications which demonstrate that an applicant has equivalent knowledge and skills may be acceptable;

Post Graduate Certificate/Diploma Courses: a degree or other qualification at equivalent level.

The Admissions Process All applications are assessed for the MMU social work academic requirements by the University wide Admissions Administration team. All applications meeting these requirements are forwarded to the Programme leader, who is an academic member of staff. Admission is then subject to the entry requirements and an individual interview that assesses for preparedness to study at level 7. Accreditation of Prior Learning [APL] All programmes adhere to MMU’s policy for APL.

Appropriate guidance will be offered to the candidate in completing documentation to support such APL claims. It is the responsibility of the candidate to present the information in an appropriate format and with the relevant documentary evidence to support their application.

The portfolio will be assessed by the Programme leader and the APL co coordinator with a financial charge made for the assessment. Candidates will normally be informed in writing of the result of the assessment prior to their admission to the programme. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus.

39 Programme Specific Management Arrangements

The programme is aligned to the University’s Management of programmes policy document, which includes a programme management committee structure. In addition, the programme team is managed by the Head of Social Work who is responsible for the strategic and operational development of all social work programmes. This involves the management and development of the student experience, and the monitoring and evaluation of student attainment. The subject is located within the Department of Social Care and Social Work and contributes to the Departmental and Faculty planning and management processes. The programme team have regular team meetings supported by staff development opportunities, training and conferences and are part of nationally and regionally recognised social work forums that include continuing

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/study/

PARM1.1

professional development activities. The University has a wide range of professional development opportunities, which can be accessed through the Organisational, Development and Training Department. Staff regularly attend these sessions in addition to externally provided conferences and forums. The development of a research strategy (Please see Appendix Two) to underpin professional academic development has also been a central component of the development of Social Work staff at Manchester Metropolitan University.

In addition, the programme is managed and delivered in partnership with a wide range of stakeholders who contribute to the development of programmes and the development of student learning and attainment. These are as follows:

Greater Manchester CPD Stakeholder Group – works in partnership with stakeholders from social work organisations, practice educators, service users are representatives from all regional higher education institutions. The group aims to provide quality post qualifying social work education through effective partnership mechanisms in addition, the group aims to share workforce data in relation to the training and development needs of qualified practitioners.

North West Strategy Group – the aim of this group is to meet with Skills for Care bi monthly and to begin to consider issues affecting social work education across the North West Region. Outputs from this group are fed into team planning processes and the overall strategic development of social work at MMU MMU CPD Stakeholder Group- the aim of this group is to help shape, support and develop training and education for qualified practitioners at a University level. A partnership forum of employers and academic staff, the group aims to examine workforce data in relation to programme activities and ensure quality of provision across post qualifying programmes.

40 Staff Responsibilities

The programme aligns to the University Programme management structures.

The Department is committed to and implements the University’s equal opportunity policy and current anti-discrimination legislation. All students shall be considered with regard to these policies. The social work programmes have a number of staff roles who are responsible for the development, implementation and evaluation of all social work programmes.

Head of Social Work: Is responsible for the strategic and operational development and delivery of all three programmes and is responsible for ensuring coherence of learning, adherence to external benchmarks and regulatory bodies, effective deployment of resources, management of staff full time and part time, the annual review and enhancement of programmes, ensuring currency of learning for students and staff, staff development and training and finally responsibility for engaging with stakeholders regionally and nationally in the promotion of social work education.

Programme Management Team: The PMT has the responsibility in conjunction with the Head of Social Work for the development, delivery and quality assurance processes central to the delivery

http://www.mmu.ac.uk/academic/casqe/event/docs/delivery.pdf

http://www2.mmu.ac.uk/humanresources/a-z/policies/equality-and-diversity-policy/

PARM1.1

of high quality social work education. The PMT is responsible for pre and post qualifying training and education.

The Programme Management Team includes: Assessment Lead: To co-ordinate student assessment, to advise the programme team of changes or issues that affect assessment within the programme, and to oversee the effective management of assessment boards. The Assessment lead also works closely with the Head of programmes in the monitoring and evaluation of students’ standards and attainment.

CPD Curriculum Development Lead: To advise the programme team on issues which may be relevant to programme development and the quality assurance processes etc. relevant to programme modification.

Unit Tutors: Each unit will have a designated lead who is responsible for development and delivery if high quality teaching and learning in a defined and relevant area of specialism. Unit leads are responsible for the co-ordination of learning at a unit level and for the progression and understanding of learning relevant to the defined subject area. IT Lead: To work with the programme team to develop and support the use of IT within the programme.

Service User and Carer Lead: To coordinate, develop and support in conjunction with the team the involvement of service users and carers within the curriculum and to maintain existing links and develop new contacts in order to ensure the programme has a coherent, informed and supported group of service users and carers who contribute to the programme in a meaningful way across admissions, teaching & learning and assessment. NB: the University’s Management of programme Delivery is available from the CASQE website

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. Programme Specific Support In addition, student support is offered through group and individual tutorials, which focus upon professional development in line with the pathway of study chosen. At defined and agreed points, students will receive individual tutorials, which focus upon their professional development in accordance with employer appraisal targets.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE website. Programme Specific Evaluation

In addition, the programme will seek student feedback of individual master class sessions, which

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/studenthandbook/

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

PARM1.1

will form part of the review and evaluation of units and the programme as a whole. Each master class will be evaluated by the presenters and students whereby key features will be identified and utilised to improve future delivery and overall design of the unit and overall programmes. The evaluation will also be fed back to employers who commission the places and students as part of the University commitment to quality enhancement.

PARM1.1

_______________________________________________________________________________________________________________________________________________________________ CASQE Page 27 of 66 Programme Specification

SECTION F – MAPPING MAP I

Relationship to QAA FHEQ Framework at Level 7 FHEQ Descriptor Unit Title

Assessed and Supported Year in Employment

Consolidating Professional Practice

Assessment & Intervention – Skills for Practice

Contemporary Policy & Legislation

Best Interests Assessor

A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

x x x

A comprehensive understanding of techniques applicable to their own research or advanced scholarship

x

Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

Conceptual understanding that enables the student: � to evaluate critically current research and advanced scholarship in the discipline � to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

x x x

Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

x x x x x

Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

x x x x x

Continue to advance their knowledge and understanding, and to x x x x x

PARM1.1


develop new skills to a high level.

The qualities and transferable skills necessary for employment requiring: � the exercise of initiative and personal responsibility � decision-making in complex and unpredictable situations � the independent learning ability required for continuing professional development

x x x x x

FHEQ Descriptor Unit Title

Continuing Professional Development in Social Work

The Professional Educator (Stage 1)

The Professional Educator (Stage 2)

Social Work Research & Practice

Developing Effective Supervision & Mentoring

Leadership & Management

A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

x x x x x x

A comprehensive understanding of techniques applicable to their own research or advanced scholarship

x

Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

x x

Conceptual understanding that enables the student: � to evaluate critically current research and advanced scholarship in the discipline � to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

x x x

Deal with complex issues both systematically and creatively, make sound judgements in the absence of

x x x x x x

PARM1.1


complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

x x x x x x

Continue to advance their knowledge and understanding, and to develop new skills to a high level.

x x x x x

The qualities and transferable skills necessary for employment requiring: � the exercise of initiative and personal responsibility � decision-making in complex and unpredictable situations � the independent learning ability required for continuing professional development

x x x x x x

PARM1.1


MAP II ASSESSMENT /OUTCOMES MAP

Post Graduate Certificate in Advanced Social Work Practice

Level 7 Assessed and Supported Year in Employment (30 credits)

Consolidating Professional Practice (30 credits)

Assessment & Intervention – Skills for Practice (30 credits)

Contemporary Policy & Legislation (30 credits)

Assignment task 1

Assignment task 1

Assignment task 1

Assignment task 2

Assignment task 1

Assignment task 2

GO 1 x x x x x

GO 2 x x x x x x

GO 3 x x x x x x

GO 4 x x x x x x

GO 5 x x x x x x

GO 6 x x x x x x

GO 7 x x x x x x

PLO 1 x x x x x x

PLO 2 x x x x x x

PLO 3 x x x x x x

PLO 4 x x x x x x

PLO 5 x x

PLO 6 x x x x x

PLO 7 x x x x x x

PARM1.1


Level 7 Best Interests Assessor (30 credits)

Continuing Professional Development in Social Work (15 credits)

The Professional Educator (Stage 1) (15 credits)


Assignment task 1

Assignment task 1

Assignment task 1

Assignment task 1

GO 1 x x x x

GO 2 x x x x

GO 3 x x x x

GO 4 x x x x

GO 5 x x x x

GO 6 x x x x

GO 7 x x x x

PLO 1 x

PLO 2 x x

PLO 3 x x x x

PLO 4 x x x x

PLO 5 x

PLO 6 x x x x

PLO 7 x x x x

PARM1.1


Level 7 Developing Effective Supervision & Mentoring (30 credits)

Leadership & Management (30 credits)

Assignment task 1

Assignment task 1

Assignment task 2

GO 1 x x x

GO 2 x x x

GO 3 x x x

GO 4 x x x

GO 5 x x x

GO 6 x x x

GO 7 x x x

PLO 1 x x x

PLO 2 x x x

PLO 3 x x x

PLO 4 x x x

PLO 5 x x

PLO 6 x x x

PLO 7 x x x

PARM1.1


Post Graduate Diploma in Advanced Social Work Practice

Level 7 Assessed and Supported Year in

Employment (30 credits) Consolidating Professional Practice (30 credits)

Assessment & Intervention- Skills for Practice (30 credits)

Contemporary Policy & Legislation ( 30 credits)

Assignment task 1

Assignment task 1

Assignment task 1

Assignment task 2

Assignment task 1

Assignment task 2

GO 1 x x x x x

GO 2 x x x x x x

GO 3 x x x x x x

GO 4 x x x x x x

GO 5 x x x x x x

GO 6 x x x x x x

GO 7 x x x x x x

PLO 1 x x x x x x

PLO 2 x x x x x x

PLO 3 x x x x x x

PLO 4 x x x x x x

PLO 5 x x x x x x

PLO 6 x x x x x x

PLO 7 x x x x x x

PLO 8

PLO 9 x x x x x x

PLO 10 x x x x

PLO 11 x x x x x x

PARM1.1


Level 7 Best Interests Assessor

(30 credits) Continuing Professional Development in Social Work (30 credits)



Assignment task 1

Assignment task 1

Assignment task 1

Assignment task 2

Assignment task 1

Assignment task 2

GO 1 x x x x x

GO 2 x x x x x x

GO 3 x x x x x x

GO 4 x x x x x x

GO 5 x x x x x x

GO 6 x x x x x x

GO 7 x x

PLO 1 x

PLO 2 x x x x x

PLO 3 x x x x x x

PLO 4 x x

PLO 5 x x x x x

PLO 6 x x x x x x

PLO 7 x x x x x x

PLO 8 x x x x

PLO 9 x x x x x x

PLO 10 x x x x x x

PLO 11 x x x x x x

PARM1.1




Assignment task 1

Assignment task 1

Assignment task 2

GO 1 x x x

GO 2 x x x

GO 3 x x x

GO 4 x x x

GO 5 x x x

GO 6 x x x

GO 7 x x x

PLO 1 x x x

PLO 2 x x x

PLO 3 x x x

PLO 4 x x x

PLO 5 x x

PLO 6 x x x

PLO 7 x x x

PLO 8

PLO 9 x x x

PLO 10 x x xx

PLO 11 x x

PARM1.1


Masters of Arts in Advanced Social Work Practice

Level 7 Assessed and Supported Year in

Employment (30 credits) Consolidating Professional Practice (30 credits)


Contemporary Policy & Legislation (30 credits)

Assignment task 1

Assignment task 1

Assignment task 1

Assignment task 2

Assignment task 1

Assignment task 2

GO 1 x x x x x

GO 2 x x x x x x

GO 3 x x x x x x

GO 4 x x x x x x

GO 5 x x x x x x

GO 6 x x x x x x

GO 7 x x x x x x

PLO 1 x x x x x x

PLO 2 x x x x x x

PLO 3 x x x x x x

PLO 4 x x x x x x

PLO 5 x x x x x x

PLO 6 x x x x x x

PLO 7 x x x x x x

PLO 8 x x x x

PLO 9 x x x x x x

PLO 10 x x x x x

PLO 11 x x x x

PLO 12 x x x x

PLO 13 x x x x

PLO 14 x x x x

PLO 15 x x x x

PARM1.1


Level 7 Best Interests Assessor (30 credits)




Assignment task 1

Assignment task 1

Assignment task 1

Assignment 1

GO 1 x x x x

GO 2 x x x x

GO 3 x x x x

GO 4 x x x x

GO 5 x x x x

GO 6 x x x x

GO 7 x x x x

PLO 1 x x x x

PLO 2 x x x x

PLO 3 x x x x

PLO 4 x x x x

PLO 5 x x x x

PLO 6 x x x x

PLO 7 x x x x

PLO 8 x x x x

PL0 9 x x x x

PLO 10 x x x x

PLO 11 x x x x

PLO 12

PLO 13 x x

PLO 14 x x

PLO 15 x x

PARM1.1




Social Work Research and Practice (60 credits)

Assignment task 1

Assignment task 1

Assignment task 2

Assignment task 1

Assignment task 2

GO 1 x x x x x

GO 2 x x x x x

GO 3 x x x x x

GO 4 x x x x x

GO 5 x x x x x

GO 6 x x x x x

GO 7 x x x x x

PLO 1 x x x x x

PLO 2 x x x x x

PLO 3 x x x x x

PLO 4 x x x x x

PLO 5 x x x x x

PLO 6 x x x x x

PLO 7 x x x x x

PLO 8 x x x x x

PLO 9 x x x x x

PLO 10 x x x x x

PLO 11 x x x x x

PLO 12 x x x x

PLO 13 x x x x x

PLO 14 x x x x x

PLO 15 x x x x x

PARM1.1


MAP III Employability/Sustainability Outcomes Employability/Sustainability Outcomes

Assessed and Supported Year in Employment (30 credits)

Consolidating Professional Practice (30 credits)


Best Interests Assessor (30 credits)


apply skills of critical analysis to real world situations within a defined range of contexts;

x x x X x

demonstrate a high degree of professionalism;

x x x x x

express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

x x x x x

develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

x x x x x

manage their professional development reflecting on progress and taking appropriate action;

x x x x x

find, evaluate, synthesise and use information from a variety of sources;

x x x x x

PARM1.1


Articulate an awareness of the social and community contexts within their disciplinary field;

x x x x x

Use systems and scenario thinking;

x x x x x

Engage with stakeholder/interdisciplinary perspectives;

x x x x x

Employability/Sustainability Outcomes



Developing Effective Supervision & Mentoring (30 credits)


Social Work Research and Practice (60 credits)

apply skills of critical analysis to real world situations within a defined range of contexts;

x x x x x

demonstrate a high degree of professionalism;

x x x x x

express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

x x x x x

develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

x x x x x

PARM1.1


manage their professional development reflecting on progress and taking appropriate action;

x x x x x

find, evaluate, synthesise and use information from a variety of sources;

x x x x x

Articulate an awareness of the social and community contexts within their disciplinary field;

x x x x x

Use systems and scenario thinking;

x x x x x

Engage with stakeholder/interdisciplinary perspectives;

x x x x x

PARM1.1

_______________________________________________________________________________________________________________________ CASQE Page 42 of 66 Programme Specification

SECTION G – POINTS OF REFERENCE

Internal University Policy documents:

University Mission and Strategic Aims

Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Taught Postgraduate Programmes of Study

University Curriculum Framework (Flexible Curriculum Framework)

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University’s Equality and Diversity policy

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

Recruitment and Admissions Policy Programme Specific Information:

Staff Research

Departmental Professional/Industrial Advisory Committees

Staff/Student Liaison Committees External

QAA Subject Benchmark statement

QAA Framework for HE Qualifications

TCSW Continuing Professional Development Guidance

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

PARM1.1

________________________________________________________________________________________________________________________________________________________________________ CASQE Page 43 of 66 Programme Specification

SECTION H Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

PARM1.1


Appendix One

Continuing Professional Development Personal Development Plan

Student’s details

Start date: (mm/yy) End date: (mm/yy)

Name:

Telephone: Email:

Current Professional Role:

Current Employment:

Programme/Unit registered:

Tutor’s details:

Name:

Telephone:

Email:

The aim of this Personal Development Plan is to help you to assess your priorities and to plan your Continuing Professional Development. It is also to help you to think about what your learning and development needs are in this coming year. Please begin by detailing your current professional responsibilities and career development.

Current Areas of responsibility:

PARM1.1


Current areas of responsibility:

What are your key strengths?

Part 1

PARM1.1


What are your key development areas?

What are your objectives identified through the employer appraisal process?

PARM1.1


Which units will you undertake and how might these meet the identified learning needs?

How does this link to the domains within the Professional Capabilities Framework (PCF)? (Professionalism, Values and Ethics, Diversity, Rights, Justice and Economic Wellbeing, Knowledge, Critical Reflection and Analysis, Intervention and Skills, Contexts and Organisations and Professional Leadership)

PARM1.1


Start date: (mm/yy)

End date: (mm/yy)

Part 2: Student evaluation

Please evaluate the impact of your learning on your own personal and professional development.

Please evaluate the impact of your learning on your practice and explain how this links to the PCF.

PARM1.1


Signed:

Date:

Please identify your future learning needs.

PARM1.1


Insert: Unit title Unit title

Unit title Unit title Unit title Unit title Unit title

(insert grade) (insert grade)

(insert grade) (insert grade) (insert grade) (insert grade) (insert grade)

Signed:

Date:

Part 3: Tutor evaluation

Tutor’s comments:

PARM1.1

_____________________________________________________________________________________________________________________________________ CASQE Page 51 of 66 Programme Specification

Appendix Two

Manchester Metropolitan University

Faculty of Health, Psychology and Social Care

Department of Social Change and Social Work Research Report 2012

Prof H. McLaughlin

PARM1.1


Department of Social Work and Social Change

Research report 2012

Introduction This report is the second annual report of the Department of Social Work and Social Change. The report is divided into sections reporting on the outputs of departmental staff in relation to publications, research bidding, PhD activity, research presence and other research activity within the department. The report contains a number of recommendations to help promote and develop research within the department. Summary of Recommendations

1. To increase peer reviewed journal publications by 20% in 2013 by building opportunities and mechanisms for supporting staff e.g. publishing workshops or writing retreats.

2. To increase research bidding and income by 50% during 2012-13.

3. Senior research staff to continue to lead on research bidding and include early career research staff in their research teams.

4. To encourage and develop, national and international (academic and non-academic,) links for the purpose of joint bidding and publications.

5. To continue to increase the number of PhD students by 20% next year.

6. To continue to encourage departmental staff to undertake the University PhD supervisor’s course and to increase departmental staff supervising PhD students by 20%.

7. To continue to develop the departmental website and ensure it showcases research activity and success across the department.

8. To maintain the department’s research presence and to ensure annual PDR’s contain at least one objective identifying a conference presentation (to be later developed into an article) or submission of a peer-reviewed article.

Publications This report includes the research outputs of 28 members of staff including 19 staff who had contributed to 79 publications, or had work accepted which is in press accepted for publication. These consisted of 22 books, 20 book chapters and 26 peer reviewed journals, 2 professional online articles, 6 book reviews and 3 research reports (see appendix A for the evidence for this report). This is double the publications since last year (2011- 34 in total) and whilst there has been a general increase the appointment of Prof Jason Powell has significantly boosted the numbers even though Dr Sue Baines (Reader), a major contributor to last year’s report is currently on attachment to the Management School and is thus not included in this report. Of the books 22 were 14 were single authored, 4 multiple authored and 4 edited collections. The books, book chapters and peer reviewed journal articles cover a broad spectrum of publications that include empirically based work, theoretical analysis, critical commentaries and student texts. From these publications there are a number of key themes beginning to emerge; critical professional practice, ageing and welfare, culture, critical theory, practice learning, and pedagogical reflection.

PARM1.1


PARM1.1


Research Bidding During 2012 11 staff were involved in 17 bids, involving 3 internal research bids and 14 external. Of the external bids 4 have been successful and 4 are currently under review. This is a major increase in activity and success from the position of 2011. The last information on bid success rates suggested that nationally this was now 6:1. Of the successful bids two are from the NIHR School for Social Care Research (to a departmental research team) concerning social care and domestic violence, a successful bid for evaluating the position of social work academics (with support from the Universities of Sussex and Bristol) and a successful European bid in relation to sexual identity and gender in adolescence. There are also a number of research bids currently in development and this bodes well for the future development of research within the department. PhD Activity In 2012 12 staff were involved in PhD supervisory teams including 6 acting as Director of Studies. This is more than double the activity of 2011.The 12 staff were involved with 27 PhD and 3 Prof Doc students (a number of PhD teams contain 2 members from Social Work and Social Change on the supervisory team). There were also 4 PhD completions and 3 staff involved in external and internal examining in 2012. This represents a major increase in PhD activity since 2011-12. The transfer of Dr Chris Wibberley has contributed significantly to these numbers, but even after removing his contribution there is a very welcome increase in PhD activity Research Presence In 2012, 23 staff presented 46 conference papers including local, national and international conferences this represents nearly double (12 staff -24 conferences in 2011) the number of departmental staff presenting number of presentations. Currently the journal, Illness, Crisis and Loss is located within the department with the editor Prof Jason Powell whist staff are members of 19 journal boards and 13 staff review for 19 different journals. Staff members are also represented on national and international research committees. Research Analysis 2012 has shown a considerable improvement in the research outputs from the Department , but this increase needs to be tempered by the contributions of Prof Jason Powell to our publications and to Dr Chris Wibberley to our PhD supervisions. Even removing both of these staff from these respective figures there remains a healthy increase in research outputs across publications, research bidding, PhDs and research presence accompanied by a larger number of staff engaging in research activity. In terms of publications there is still a need to rebalance work towards less books and less book chapters towards more peer-reviewed journal articles and more articles of greater quality and suitable for REF+1. 2012’s report demonstrates that staff members are generally keen to engage in research activity, but that we have a small number of research active staff but an increasing number of early career researchers whom we need to continue to nurture, support and challenge. Like last year a number of staff have had their first article accepted this year and this is likely to continue into next year as I am aware of a number of staff with articles awaiting decisions or others currently composing new articles. Recommendation 1 To increase peer reviewed journal publications by 20% in 2013 by building opportunities and mechanisms for supporting staff e.g. publishing workshops or writing retreats Research bidding and bidding success has increased this year but remains an area where significant development is possible and desirable. The number of staff with experience of successful external research bids remains small and the senior research members in the department have a responsibility to continue to bid include early career researchers as part of their learning opportunities on research teams. It is also important for research bidding success that we continue to develop links across the university, nationally and internationally to develop partnerships like CARPE as potential bidding partners.

PARM1.1


Recommendation 2 To increase research bidding and income by 50% during 2012-13. Recommendation 3 Senior research staff to continue to lead on research bidding and include early career research staff in their research teams. Recommendation 4 To encourage and develop, national and international (academic and non-academic), links for the purpose of joint bidding and publications. There has been more than a doubling of staff involved in PhD activity and a similar increase in PhD students. Next year the postgraduate market is likely to be difficult but given the current position the department is well placed to increase its PhD student numbers and staff involved in PhD supervision. It is also noted that currently there are 12 departmental staff undertaking PhD studies, which it is hoped, will soon result in an increasing number of staff who can act as Director of Studies. Following on from last year’s recommendation the department now has a new website and it needs to remain up to date, showcase research activity and include all staff member’s research interests. Recommendation 5 To continue to increase the number of PhD students by 20% next year. Recommendation 6 To continue to encourage departmental staff to undertake the University PhD supervisor’s course and to increase departmental staff supervising PhD students by 20%. Recommendation 7 To continue to develop the departmental website and ensure it showcases research activity and success across the department. Staff presence has significantly increased since 2011with many more staff presenting at conferences, involved in reviewing journal articles and potential books. This progress is to be welcomed and needs to be continued alongside an increase in staff engaged in external research committees and journal boards. Recommendation 8 To maintain the department’s research presence and to ensure annual PDR’s contain at least one objective identifying a conference presentation (to be later developed into an article) or submission of a peer-reviewed article.

PARM1.1


Research Report 2012 Appendix A

Publications Books

Chen, S and Powell, JL (Eds.) (2012) China, Aging and Economic Development, Springer: New York. ISBN: 978-1-4419-8350-3 Edmondson, D. (ed.) The Essential Guide to Social Work Practice Learning: London, Sage King M.S. 2013. “ Men, Masculinity and the Beatles”, Aldershot: Ashgate McLaughlin, H. (2012) Understanding Social Work Research 2nd. Edn. London, Sage. McLaughlin, K. (2012) 'Surviving Identity: Vulnerability and the psychology of recognition', London: Routledge. Moran, W. (2012) PR and Communication in Local Government and Public Services, CIPR PR in Practice Series, London; Kogan Page . Powell, J.L and Chamberlain, M (2012) Social Welfare, Aging and Social Theory, Lexington Publishers: New York ISBN: 978-0739147771 Powell, J.L. (2012) The Sociology of Care: Theory, Policy and Practice – the Case of Aging, Nova Science: NY ISBN: 978-1-62100-697-8 Powell, JL (2012) China, Aging and Theory, Nova Science: NY ISBN: 978-1-62100-915-3 Powell, JL (2012) Exploring Policing, Crime and Society, Nova Science: NY ISBN: 978-1-61942-001-4 Powell, JL (2012) An Introduction to Social Theory, Nova. NY ISBN: 978-1-62100-928-3 Powell, J.L. (2012) Understanding the Voluntary Sector: Critical Success Factors – A Case Study, Nova Science: New York ISBN: 978-1-62100-546-9 Powell, JL (2012) The Foundations of Social Inquiry: A Brief Excursion, Nova Science ISBN: 978-1-61942-004-5 Powell, JL (2012) Foucault: Interdisciplinary Approaches, Nova Science: NY ISBN: 978-1-61942-146-2 Powell, JL (2012) Aging, Gender and Crime, Nova Science: NY ISBN 978-1-61942-150-9 Powell, JL and Chen, S (Eds.) (2012) The Global Dynamics of Aging, Nova Science, NY ISBN 978-1-62100-936-8 Powell, JL (2012) Feminism, Nova Science: New York ISBN- 978-1622575404 Powell, JL (2012) Postmodernism and Baudrillard, Nova Science: New York ISBN-13: 978-1622575411 Powell, JL (2012) Habermas, Nova Science: New York ISBN - 978-1622575428 Powell, JL (2012) Foucault: Issues and Legacy, Nova Science: New York ISBN-978-1622575398 SAVAGE, J., & MCGOUN, C. (2012). Technology, culture and communication. Milton Park,

Abingdon, Oxon, Routledge.

SAVAGE, J., & MCGOUN, C. (In Press). Creativity, Culture and Connectedness: Approaches for

teaching and learning together in the 21st Century. Milton Park, Abingdon, Oxon, Routledge.

PARM1.1


Book Chapters Benozzo, A., C. Carey, McKenna, T & Vicars, M (2012) Gay and Queer Coming out into Europe (Parts 1 & 2): Fragmentary Tales of Crossing National Borders. In Vicars, M. et al. eds. (2012). Discourse , Power, and Resistance Down Under. (pp. 41-76) Rotterdam, The Netherlands: Sense Publishers Goddard, A & Carey, N (in press) Sexuality and the language of advertising. IN: Encyclopedia of Human Sexuality. Pat Whelehan & Anne Bolin (eds). Wiley-Blackwell Hayes, D. (2012) Asylum seekers and refugees” in Worsley et al. (2012) Key Concepts in Social Work, London:SageSage Hayes, D. (2012) “Modern Migration and the creation of the refugee” in M. Davies(2012) Blackwell Companion to Social work, 4th edition, Oxford; Blackwell. Mayall, H. and O'Neill, T. with Ajayi, M., Crawley, S., Hawkins, R. (The Autistic Organisation), and Metcalfe, M. (in press) Inclusive social work with young people, in Edmondson, D. (ed.) The Essential Guide to Social Work Practice Learning: London, Sage. McGoun, C. (in press) From Cuba with Blogs (Part 2): Towards New Citizen Spaces in CHARLES, A.,

& STEWART, G. The end of journalism: news in the twenty-first century. (2nd Edition) Oxford, Peter

Lang.

McLaughlin, H. (in press) Alternative futures for service user research, in Staddon, P. Mental Health Service Users in Research: A Critical Perspective, Bristol, Policy Press. McLaughlin, H. (2012) Keeping inter-professional practice honest, In Smith, R. and Littlechild, B. (eds.) Inter-Professional and Inter-Agency Practice in the Human Services: Learning to Work Together, Harlow, Pearson Press McLaughlin, K. (2012) ‘Social Work’ Encyclopedia of Critical Psychology, Springer Reference. Powell, JL (2012) ‘Flat world’’ In Ritzer, G (Ed.) The Blackwell Encyclopedia of Globalization, Blackwell: New York Powell, JL (2012) ‘Internet’ In Ritzer, G (Ed.) The Blackwell Encyclopedia of Globalization, Blackwell: New York Powell, JL (2012) ‘Financescapes’ In Ritzer, G (Ed.) The Blackwell Encyclopedia of Globalization, Blackwell: New York Powell, JL (2012) ‘Global Scapes: The Case of the University’ In Ritzer, G (Ed.) The Blackwell Encyclopedia of Globalization, Blackwell: New York Powell, JL and Gilbert, A. (2012) ‘The place that social policy plays in the field of old age’. In: Davies, M Social Work with Adults. London, Macmillan. Powell, J (2012) ‘China and Bio-Medicalization of Aging’, Chapter In Chen, S and Powell, JL (Eds.) Aging in China, Springer: New York Powell, JL (2012) ‘Mapping the Terrain: The New Dynamics of Aging’, In Powell, JL and Chen, S (Eds.) The Global Dynamics of Aging, Nova Science: New York Powell, JL (2012) ‘Globalisation of Aging’, in Powell, JL and Chen, S (Eds.) The Global Dynamics of Aging, Nova Science: New York Powell, JL (2012) ‘The Foucault Enigma’. Chapter in Powell, JL (Ed.) Foucault: Interdisciplinary Approaches, Nova: New York Powell, JL (2012) ‘Reflections on Foucault’. Chapter in Powell, JL (Ed.) Foucault: Interdisciplinary Approaches, Nova: New York Powell JL (2012) ‘Foucault and Social Work’. Chapter in Grey, M and Stephen Webb (Eds.) Social Work Theories and Methods, Sage: New York

Peer reviewed journal articles

PARM1.1


Chen, S and Powell, JL (2012) ‘Market Economy and Inequality: International and Historical Perspectives on Justice and Governance’, Reformation and Strategy, 11, 229. Domakin, A. (in press) ‘Can online discussions help student social workers learn; studying communication’, Social Work Education Fallon. D. McAndrew S. and McLaughlin, H. and Warne, T. (2012) An Adult Education: Learning and understanding what young service users and carers really, really want in terms of their mental wellbeing and involvement. Nurse Education Today. 32 pp128-32 Fisher J., Baines S. and Rayner M. (2012) "Personalisation and the Co-operative Tradition" Social Policy and Society, Vol.11, No.4, pp.507-518 DOI: 10.1017/S1474746412000218 Fisher J., Gaule S., Kagan C. and Lawthom R. “Community Organising in England : a case study” to be published in Urban Studies Hamshire, C., Willgoss, T. G., & Wibberley, C. (2012). Should I stay or should I go? A study

exploring why healthcare students consider leaving their programme. Ynedt, 1–7.

doi:10.1016/j.nedt.2012.08.013

Hamshire, C., Willgoss, T. G., & Wibberley, C. (2012). “The placement was probably the tipping

point” – The narratives of recently discontinued students. Nurse Education in Practice, 12(4),

182–186. doi:10.1016/j.nepr.2011.11.004

Hamshire, C., Willgoss, T. G., & Wibberley, C. (2012). What are reasonable expectations?

Healthcare student perceptions of their programmes in the North West of England. Nurse

Education Today. doi:10.1016/j.nedt.2012.02.014

Jasper, C., Munro, L., Black, P. and McLaughlin, H. (in press) Is there a future for the use of non-traditional placement settings for final year social work students, Journal of Practice Teaching and Learning McLaughlin, H. (in press) ‘Motherhood, apple pie and interprofessional practice’, Social Work Education(advance access) McLaughlin, H. (2012) ‘Welfare Cuts and their impact on vulnerable groups in the United Kingdom’, Documentacion Social (Spanish), 163, pp233-251. McLaughlin, K. (2012) "La psicologizacion y la construccion del sujeto politico como un objeto vulnerable", Teoria y critica de la psicologia, Vol. 2, 3-18 ISSN: 2116-3480 Spanish translation of ‘Psychologisation and the Construction of the Political Subject as Vulnerable Object’, Annual Review of Critical Psychology, vol.8, pp.63-79. http://www.teocripsi.com/documents/2MCLAUGHLIN.pdf Powell, JL (2012) ‘"Personalization and Community Care: A Case Study of the British System", Aging International (US Refereed Article) Powell, JL (2012) ‘De l’etat a la person de la politique sociale’, Vlaams Marxistisch Tijdschrift (Flemish Marxist Review) (European Refereed Article) Powell, JL (2012) ‘Social Work, Power and Performances’, China Journal of Social Work

Powell, JL (2012) The social and economic forces of global ageing in a global society. Journal of Comparative Social Welfare, 28 (2). pp. 165-177. ISSN 1748-6831

Powell, JL (2012) ‘Merging Critical Criminology with Critical Gerontology’, International Journal of Criminology and Sociological Theory

Powell, JL (2012) ‘Elder Abuse and Social Work: A Foucauldian Analysis’, Social Work and Society Powell, JL (2012) ‘Global Welfare v Globalization’, Fast Capitalism, 9, 1, 1-18 Powell, JL and Kahn, H (2012 in press) ‘Foucault and Social Theory’, Romanian Journal of Sociology, 10, 1, 2012, pp. 131-147 Powell, JL (2012 in press) ‘Public Policy and Governance’, Journal of Governance and Public Policy

http://www.teocripsi.com/documents/2MCLAUGHLIN.pdf

PARM1.1


Powell, JL (2012 in press) ‘Globalization and Governance in Post-Industrial Economies’, Journal of Administration and Governance Price, O., & Wibberley, C. (2012). An exploratory study investigating the impact of the

procedures used to manage patient substance misuse on nurse-patient relationships in a medium

secure forensic unit. Journal of Psychiatric and Mental Health Nursing, 19(8), 672–680.

doi:10.1111/j.1365-2850.2011.01842.x

Robbins, R. (2012): Stories of Risk and Protection: A Turn to the Narrative in Social Policy Education, Social Work Education: The International Journal, DOI:10.1080/02615479.2012.665866 (Published 15 March 2012) Scholar, H. McCaughan, S. McLaughlin, H. and Coleman, A. (2012) ‘Why is this not social work?’ The contribution of ‘non-traditional’ placements in preparing social work students for practice’. Social Work Education.31(7), pp932-950 Shardlow, S. M., Scholar, H., Munro, E., & McLaughlin, H. (2012). The nature of employers’ involvement in social work education: an international exploration. International Journal of Social Work. 55(2), 204 - 223. doi: 10.1177/0020872811418993 Wibberley, C. (2012). Getting to Grips with Bricolage: A Personal Account. The Qualitative Report, 17(50), 1–8. Book Reviews Hayes, D. Child and Family Social Work on Arnold, E. (2012) Working with families of African Caribbean origin, understanding issues around immigration and attachment, Jessica Kingsley Hayes, D. BJSW (in press) on Vickers, T. (2012) Refugees, Capitalism and the British State, Ashgate Domakin, A. (2012)Davies, Martin (eds), Social Work with Children and Families, 2012, Palgrave Macmillan, Basingstoke, pp. xvii + 330, 978-0-230-29385-4 (pb), £22.99. McLaughlin, K. (2012) Dalal, F. Thought Paralysis: The Virtues of Discrimination, Practice, 24 pp. 269-271 Powell, JL (2012). Chamberlain, M.(2011), Review of Doctoring Medical Governance. Sociology of Health and Illness, 2012. Blackwell. 8. Tisdall, B. (2012) Koubel, G. and Bungay, H. (eds) Rights and Responsibilities; Interprofessional Working in Health and Social Care, BJSW Professional publications McLaughlin, K. Two articles for the online current affairs website spiked: ‘When red tape is a good thing’ http://www.spiked-online.com/site/article/12466/ McLaughlin, K. ‘We don’t want to be “empowered”, thanks’ http://www.spiked-online.com/site/article/12398/

Research Reports Carpenter, J. Patsios, D. Wood, M. Platt, D. Shardlow, S. McLaughlin, H. Scholar, H. Haines, C. Wong, C. Blewett, J. Newly Qualified Social Worker Programme Final Evaluation report (2008-2011) (2012) Research Report DFE-RR229, London, Department for Education, www.education.gov.uk/publications/eorderingDownload/DFE-RR229.pdf McLaughlin, H. Scholar, H. McCaughan, S. and Coleman, A. (2012) The Prince’s Trust: Evaluation of the Wellbeing Initiative on the Team Programme, Salford: University of Salford Powell, JL (2012) ‘Nuts and Bolts: Critical Success Factors of Infrastructure: An Evaluation’, Final Independent Research Report: National Lottery BASIS

http://www.spiked-online.com/site/article/12466/

http://www.spiked-online.com/site/article/12398/

http://www.education.gov.uk/publications/eorderingDownload/DFE-RR229.pdf

PARM1.1


Research Grants McLaughlin, H., Banks, C. Bellamy, C. and Robbins, R. To identify and assess the effectiveness of social care’s contribution to the development of Multi-Agency Risk Assessment Conferences (MARAC) and the protection of adults facing domestic violence (2012) NIHR School for Social Care Research £74,000 McLaughlin, H., Banks, C. Bellamy, C. Robbins, R. and Thackeray, D. Supplementary bid: To identify and assess the effectiveness of social care’s contribution to the development of Multi-Agency Risk Assessment Conferences (MARAC) and the protection of adults facing domestic violence (2012) NIHR School for Social Care Research £29,000 additional funding bid accepted by NIHR School for Social Care Research) McLaughlin, H. Lefevre, M. and Teater, B. The state of social work academics, Joint University Councils-Social Work Education Committee, £4,500 McLaughlin, H., Potter, A. and Newton, K. Evaluation of the gatekeeping and allocation Project –Care Proceedings, Greater Manchester Family Court, Ministry of justice Fisher, J. Lawthom, R. McLaughlin, H. and Powell, J., Evaluating the effectiveness of Homestart, Research Development Fund, RIHSC £5,880 Benozzo, A, Barbiero, G. Lenti Goero, D. Carey, N & Einarsdottir, A (2012) Il genere e l’identità sessuale come categorie di conoscenza: una ricerca interdisciplinare sulla formazione dell’identità sessuale e di genere nella prima adolescenza (Gender and sexual identity as categories of knowledge: interdisciplinary research on the formation of sexual identity and gender in early adolescence). Awarded by Universita Della Valle D’Aosta. Euros – 32,000 Conferences Keynote speaker McLaughlin, H. Why is this not social work? Non-traditional placements and their place in preparing students for the profession, Research for Practice, Warrington, University of Chester, May, 2012 McLaughlin, H. Child protection, ethics and the involvement of children in research, Safeguarding Consultation, Chelmsford, Anglia Ruskin University, March 2012. Powell, J. “Singing from same Hymn sheet?” Health Visiting and Inter-Professionalism, Health Visiting 150 Years Conference, Manchester Metropolitan University Conference presentation Carey, N (2012) Queer Fiction. Queerer Social Science? Paper presented at: Gender in English Studies International Symposium: the fluidity and contestability of gender and sexuality: University of Szczecin, 19-21 Oct 2012 Carey, N (2012) Impact of Internationalising the Curriculum on course and staff management. Paper presented at: HEA seminar series: Internationalising the curriculum – Improving staff development initiatives. Manchester Metropolitan University, Fri 14th Sept 2012. Carey N (2012) Queering Social Science through fiction. Paper presented at RIHSC conference. Manchester Metropolitan University. 2nd -3rd July 2012 Carey N (2012) Sex/uality: a place in social care. Invited paper, presented at: Faculty of Well-being Services, Turku University of Applied Sciences, Finland. 18th – 20th April Clennon, O. & Fisher, J. "Engagement through 'performative social science'", Research Institute for Health and Social Change 8th Annual Conference, Manchester, UK, 2-3 July

PARM1.1


Clennon, O., Kagan, C, Lawthom, R. and Fisher, J. (2012) 'Can participatory music be used as an evaluation tool that helps build community?', IV International Conference of Community Psychology, Barcelona, Spain 21-23 June 2012 2012 ESCRC Conference (Stockholm) - Poster Presentation - Social work, child protection and risk in UK Film & TV. Domakin A. 2012 "Daring to think outside the box: Using the principles of Collaborative Inquiry to consider different ways of 'teaching' social work following the recommendations of the Social Work Reform Board" at: 14th UK Joint Social Work Education Conference with the 6th UK Social Work Research Conference 21st Century Solutions: Evolving or Revolvings. Manchester, UK. Domakin A 2012 "'Putting on my top hat, tying up my white tie, brushing off my tails': the 21st century academic as performer, entertainer and expert. Are there alternatives to this? Insights from a social work educator's personal learning experience of using Collaborative Inquiry to study." at: Research Institute for Health and Social Change 8th Annual Conference, Manchester, UK

Devereux, R., Mayall, H., O'Neill, T. and Ward, S., 2012. "Care Leavers in Social Work Education: preliminary research findings", at Social Work Action Network Conference, Liverpool

Edmondson, D. 2012 RIHSC Conference (Manchester) – Poster Presentation - Social Work, child protection and risk in UK Film & TV Edmondson, D. King, M. & Pr Dr Emilio Jose Gomez Ciriano (ULCM, Spain)2012 SWSD Conference (Basel) - Workshop Social Work in Film & TV – perspectives and comparisons from UK and Spain - Fisher, J., Kagan, C., Lawthom, R. & Gaule, S. (2012) "Community Organising", Research Institute for Health and Social Change 8th Annual Conference, Manchester, UK, 2-3 July Fisher, J., Kagan, C, and Lawthom, R. (2012) 'Critical exploration of community organising in England', IV International Conference of Community Psychology, Barcelona, Spain 21-23 June 2012 Clennon, O., Kagan, C, Lawthom, R. and Fisher, J. (2012) 'Can participatory music be used as an evaluation tool that helps build community?', IV International Conference of Community Psychology, Barcelona, Spain 21-23 June 2012 Fisher, J. (2012) 'Critical Community Engagement', TUAS International Week, Turku, Finland, 18-20 April Gardner, A. Personalisation calls for changing values and practice, World Social Work Conference, Stockholm Hamshire C. & Wibberley C. 2012 Mind the gap – healthcare students’ experiences of student services 23rd International Networking for Healthcare Education Conference Cambridge UK Hamshire C. & Willgoss T. & Wibberley C. 2012. "Are we setting reasonable student expectations?" 4th International Nurse Education Conference, Baltimore, USA Hamshire C. & Willgoss T. & Wibberley C. 2012 "Why do students leave? Learning from the narratives of discontinued students" HEA conference: What Works? Student Retention and Success, York, UK King. M. and Edmondson, D. 2012. “Heroes or villains? Portrayals and visual representations of Social Work in film and TV” at: 2nd European Conference for Social Work research, University of Applied Sciences and Arts, School of Social Work, Basel, Switzerland King, M. 2012. “Imprisoned in a system of Work, produce, consume’. So how did Jack Kerouac, Hugh Hefner, Albert Finney and John Lennon challenge the link between masculinity and responsibility?” At: 2nd Global Conference Feminities and Masculinities: A Gender and Sexuality Project, Michna Palace, Czech Republic.

PARM1.1


King, M.S., Cummins, I. & Foley, M. (2012) "Police officers' views of representations of policing in

popular culture", Report from the Popline, Portuguese Catholic University, Lisbon, Portugal,

December King, M.S., Cummins, I. & Foley, M. (2012) "A

Kind of Blue: why police officers don't watch TV police dramas, Nordic Police Research Seminar,

Tampere, Finland, November

King, M.S & Edmondson, D., 2012. "Heroes or Villains; Visual representation of social work, child

protection, children and families at risk in the UK film and TV", Social work, social development

2012: Action and Impact, Stockholm, Sweden Cummins, I., Foley, M. & King, M.S. (2012)

"Watching the Detectives: police officers' views of the representation of the investigation of

sexual violence in film and TV drama", Research Institute for Health and Social Change 8th Annual

Conference, Manchester, UK, 2-3 July

King, M.S. & Cummins, I., 2012. "Watching the Detectives: police officers' views of the

representation of the investigation of sexual violence in film and TV drama", 4th International

Crime, Media and Popular culture studies conference. A cross disciplinary exploration, Indiana

State University, USA. King, M.S. & Cummins, I., 2012. "The

Representations of Policing and Post Traumatic Stress Disorder in modern detective fiction",

invited presentation, Manchester University Mental Health Interest Group, University of

Manchester, UK Mayall, H. and O'Neill,T., 2012. Conference presentation with young

people from MMU Social Work Total Respect Group and young people and staff from 42nd Street,

"Young people speak from experience", at Choice, Care and Control: Mental Health, Mental

Capacity and Social Care Futures, Manchester Metropolitan University

Moran, W. MMUBS Symposium March 2012 McLaughlin, H.

Scholar, H., McCaughan, S. and Coleman, A. Who says this isn’t social work, World Social Work

Conference Stockholm, July, 2012. McLaughlin, H. Keeping service user

involvement in research honest, World Social Work Conference, Stockholm, July 2012.

McLaughlin, H. Safeguarding, child protection and ethical issues in research, RiHSC Conference, MMUI, June 29 McLaughlin, H. Why is this not social work? European Conference for Social Work Research, Basel, March 2012 McLaughlin, K. ‘Advocacy Research in the Age of Austerity’ at World Social Work conference, Stockholm Murphy N & Wibberley C 2012 “The Influence of the media on practice in mental health” Qualitative Research on Mental Health, Nottingham UK O’Neill, T. and Hagan, M. and Hawkins, R. Assessment by group role play, friend or foe?, Learning and Teaching Conference, Manchester metropolitan University

Potter, A. 2012; “Social Work Assessment with Vulnerable Parents” at Judicial College Public Family Law Seminar, Northampton, UK Potter, A 2012; “Social Work Assessment with Vulnerable Parents” at Derbyshire Family Justice Council Annual Conference, Derby, UK Potter, A &Jones, L 2012; “Parental mental health, children & families – working effectively, working together” at: Choice, Care & Control Conference, Manchester Metropolitan University, UK Robbins, R. Challenging the Banality of Violence Against Women in Students’ Stories Delivered at

PARM1.1


Social Work: Social Development, Stockholm July 2012 Robbins, R. Whatever happened to anti-racist social work? Whatever happened to “race”? Delivered at SWAN (Social Work Action Network) March 2012 Tisdall, B. Decisions, Decisions. Implementation of the Mental capacity Act, 2005, Choice care and Control: Mental health, MMU Yianni, C. Yarwood, G. and Ogilvie, H. The Ascent of Mount PhD – RIHSC, MMU. Yarwood, G. (personal in work-family research: positionality and reflexivity, The Inaugural WRFRN Conference, New York City:USA

Other research esteem factors e.g. member of university research committee, professional research body, reviewer of research funding bids, peer reviewed journal reviewer, book proposals etc.

International/National Consultancy McLaughlin, H. Northwest People in Research, Executive Board Member McLaughlin, H.INVOLVE (NIHR) Advisory Group McLaughlin, H. JUC SWEC Research Committee Powell J.L. International Consultant, Canadian Foundation for Innovation, Ottawa, Canada Powell J.L.International Consultant Editor, Nova Science, USA Powell J.L.External advisor to Romanian Sociological Society Powell J.L. Member of ESRC College Editorships: Journals Powell J.L. Editor Illness, Crisis and Loss Powell J.L. International Editor, Hong Kong Journal of Social Work Powell J.L. Associate Editor, International Journal of Criminology and Sociological Theory Powell J.L. Associate Editor, American Journal of Social Issues and Humanities Staff editorial board memberships Voluntas International Journal of Knowledge Based Development Social Work Education Children and Society Qualitative Social Work China Journal of Social Work Journal of Globalization Studies Journal of Administration and Governance American Journal of Social and Management Sciences Journal of Social Welfare and Management Journal of Governance and Public Policy International Review of Humanities and Social Sciences International Journal of Applied Science and Technology Romanian Journal of Sociology Sociological Inquiry American Journal of Social Science Work and family Researcher’s network International Journal of Innovative Interdisciplinary Research American Journal of Social Issues and Humanities

PARM1.1


Staff Peer Reviewing of Journals 2012 British Journal of Social Work British Journal of Sociology; Theory and Society; American Journal of Sociology; American Sociological Review; Sociology; Qualitative Social Work European Journal of Social Theory; The Gerontologist; Health Expectations; Journal of Gerontology: Social Sciences; Ageing and Society; Social Work Education Social Policy and Society; Scandinavian Journal of Caring Sciences; Current Sociology International Journal of Innovative and Interdisciplinary Research Feminism and Psychology Community, Work and the Family

faculty of health, psychology & social care … · 23 mmu graduate outcomes on successful...

Documents