These negotiated professional practice work-based learning programmes are purposely flexible and are designed to be responsive to the changing work force development needs of the health, social care and education sectors and to the professional development needs of individual practitioners.
This is a flexible, work based route to gaining a graduate qualification in a particular area of professional practice, that can be customised to meet your needs and those of your workplace. It is ideal for those who have completed previous accredited activity, higher apprenticeships or other qualifications as well as for those who have prior experience of work in the health, social care and education sectors.
You will be supported to reflect and build upon your prior experience and experiential learning to develop advanced situated knowledge based around your workplace context. You will develop your advanced practitioner inquiry, leadership and project skills to develop your own practice and practice in your organisation. You will also be able to design and lead a work based project that has the potential to transform your own practice and that of others.
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During the course of this programme, you will develop your knowledge and understanding of a range of relevant theoretical concepts, practice and evidenced based knowledge that can be applied to real work contexts and complex issues. You will study ethical principles, values and codes of practice and explore how these can be applied to your own practice. You will also explore the influence of current policy, organisational context, and workplace priorities on practice development. You will also look into relevant methodologies and approaches for developing your own practice and/or that of others in health, social care and education settings.
On completion of this programme, you will be able to effectively engage, network and communicate with relevant stakeholders and academic audiences, and take initiative and leadership for practice development in your own setting or work context (within limits of role). You will understand how to evaluate practice or identified issues and apply appropriate problem solving techniques, inquiry and action planning. You will have the ability to systematically design, undertake and manage a work-based project that has the potential to improve your own practice and/or that of others. Finally, you will learn to critically reflect and evaluate your own practice and systematically plan professional development.
This module runs throughout the programme and is designed to enable you to critically evaluate your personal and professional development needs and develop a professional development plan. It will also support the academic skills needed to succeed at graduate level.
This module is designed to develop your understanding in a range of advanced inquiry methodologies appropriate for practitioners to design a proposal for a real work based project that has clear objectives related to your own professional development and/or the development of practice in your setting.
This module is the culmination of a your degree and will support you to undertake and evaluate a real work-based project that is designed to develop or inform areas of your own or your colleagues professional practice in a healthcare, social care or educational setting.
Both 30 and 60 credit options are possible depending on the requirements of the individuals negotiated programme.
The Graduate Certificate is particularly suitable for practitioners who have undertaken accredited CPD modules with their organisation or a University and want to achieve a small graduate award in the first instance. Progression from an accredited course(s) to a named award may have been negotiated by your organisation as part of the accreditation.
Bring in relevant certificated credit from Middlesex modules, another university or accredited partner or gain credit for experiential learning through recognition of prior learning (RPL).
You can find more information about this course in the programme specification. Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.
On all programmes, modules are supported through a blended learning approach, involving interactive campus and online workshops, supported (online) peer interaction, tutor support and guided self-study. Workshops are provided at Hendon campus, usually 3-6 per module but are also available online for students accessing the course from a distance.
Most modules run over 12 week semesters from October to January or January to May. The final project module can run over 2 semesters.
All modules are assessed through course work that is directly relevant to your own practice and work context. Key assessment requirements are:
These programmes are designed to support your professional development requirements. Previous graduates have progressed successfully to School Direct Initial Teacher Training (ITT) programme or Early Years Teacher Status (EYTS) programme and gained employment in Schools and early years settings.
Other graduates have gained promotion to care manager in social care residential settings.
Ruth is the Director of Programmes for Accreditation, RPL and Work-Based Learning across the School of Health and Education. She has extensive experience across FE and HE developing programmes in response to workforce development needs across the sector. She has a particular interest in the recognition of students experiential learning and developing their project skills to lead real practice development.
Dr Nottingham is based in the Department of Education within the Faculty of Professional and Social Sciences working on the professional doctorate programme and degree apprenticeships. Her research interests are in higher education and work-based pedagogy, lifelong learning and professional doctorates. She has been the co-covenor for the UALL Work and Learning Network since 2015 and is a Senior Fellow of the Higher Education academy.
Start: January 2019, October 2019
Duration: A minimum of 1 year part-time
Start: January 2019, October 2019
Duration: 2 years part-time
Start: January 2019, October 2019
Duration: A minimum of one year part-time