MA Leadership and Management (Further Education)
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MA Leadership and Management (Further Education)
Paper presented at the
International Professional Development Association
International Conference
30 November – 1 December 2007
Ramada Hotel, Belfast
Godfrey Pryce Hurley, Mike Jones, Gavin Thomas
fforwm (Association of Further Education Institutions in Wales)
Rationale
The demand for this unique all-Wales part-time MA degree is based on extensive field research conducted by fforwm over many years. This research has shown significant leadership and management development needs amongst managers in further education institutions in Wales, especially at the level of middle managers.
The MA Programme commenced in January 2003 as a partnership arrangement between the University of Wales, Newport and fforwm. The modular scheme is largely based on the Further Education National Training Organisation (FENTO) National Occupational Standards published in 2002 which was replaced in January 2005 by Lifelong Learning UK (LLUK). LLUK is the Sector Skills Council responsible for the professional development of all those working in the field of lifelong learning. Use has also been made of evidence provided by Education and Learning Wales (ELWa) now the Department for Children , Education , Lifelong Learning and Skills (DCELLS) ,Welsh Assembly Government and Estyn (Her Majesty’s Inspectorate for Education and Training in Wales) on quality and standards of leadership and management in further education institutions.
The programme focus is on the management roles and functions needed to deliver an institution’s core business. It has been designed to assist managers to lead and manage further education institutions efficiently and effectively during the period of considerable change. It :
• builds on the abilities of managers and creates an opportunity for continuous professional development with each manager to take primary responsibility for his/her personal development
• provides an opportunity to identify essential skills needed for effective management and to practice and develop these skills within a framework of managing self, managing others and managing operations
• encourages and supports managers in developing leadership qualities and management skills in themselves and those they manage
• seeks to improve the performance of managers
• analyses the nature and dynamics of the opportunities and constraints presented by changing financial circumstances, the demands of public accountability and an increasingly competitive further education sector
• is flexible with a practical orientation on action research and delivered to a high standard
In this context it is consistent with the importance which the Welsh Assembly Government attaches to continuous professional development and the professionalisation of the workforce.
Target Audience
The MA programme has been developed for those who wish to gain a Masters qualification through a combination of a taught programme and action research.
The course is designed for middle and senior managers. Categories of managers include : unit/module leader; programme co-ordinator; head of department / school / section; head of faculty; campus manager; assistant / vice-principal and other college managers with clearly defined responsibilities. The programme is relevant to those with considerable existing experience as well as those whose management responsibilities are new and who aspire to more senior positions. It can be of benefit to those already well qualified and to those, without management qualifications, who want their skills, knowledge and abilities to be formally accredited. It can help those who want to up-date their approach to familiar work, by having an opportunity to check out or challenge assumptions. It can also help those who are changing direction or taking up new and unfamiliar duties.
The programme will help managers identify their existing competences, set targets for their own development and enable them to demonstrate new or enhanced abilities as a result of their wide ranging studies during the course. The challenges facing leaders today are complex and demanding. Leaders of the future must embrace transformational change, think both locally and nationally , and more often than not manage people in less time with fewer resources.
Duration
Registration is for two to five years part-time. The course is a modular one comprising of one module per semester ( half year).
• In the first year of study participants will normally undertake two taught modules
• In the second year of study participants will normally undertake one taught module and an Independent Study
• In the third and any subsequent year of study participants will undertake a dissertation.
Objectives
The programme is forward looking at all times and takes account of the changes and challenges facing the learning and skills sector . It provides participants with opportunities to :
• Develop both interpersonal and organisational skills
• Improve understanding of the various forces which affect the way in which groups of people interact in the workplace
• Become aware of assumptions, values and perspectives which influence the behaviour of managers
• Help managers recognise and develop those skills which make them more effective in their institution
• Provide structure for self-appraisal of their own needs to meet the corporate needs of the institution
• Provide managers with a programme of education and training needs which develop transferable key skills
Benefits of the Programme
• National / Regional / Local
Participants have the opportunity of sharing experiences and developing contact with colleagues locally, regionally and nationally.
• Flexible
In terms of delivery the programme, dependent upon demand, is offered on an all-Wales basis and use is being made of the video conferencing network as appropriate.
• Professionally relevant
The programme welds theory with practice and gives priority to applications and relevance. There is extensive use of good practice case studies, delivered by experienced senior professionals from the sector.
• Mentoring and Support
All participants have support from an approved personal tutor. Participants are encouraged to provide mutual support in pairs or small groups.
Structure of Programme
The programme allows individuals to participate to a time-scale and follow learning approaches relevant to their particular circumstances. It is flexible enough to respond to present and anticipated future role expectations and encourages collaborative working. Individuals may work at the pace, and in the manner, most appropriate to their needs , responsibilities and circumstances. Emphasis is placed on practical management issues and it is recognised that conceptual and analytical skills are essential for management.
The scheme is presented as follows:
Part 1
3 core modules Credit Rating
• Current and Continuing Issues in Education and Training 30
• Leadership and Management Theory and Concepts 30
• Management In Practice 30
Plus
• Independent Study/Research Methodology 30
Part 2
• Dissertation 60
Total 180
Delivery Model and Timeframe
The programme consists of a combination of didactic and negotiated learning approaches together with directed and independent learning by expert practitioners in the post-16 education and training sector. Participants have extensive opportunities to participants to discuss current issues with high profile presenters from Estyn, LLUK, WAG and representatives from other agencies/organisations. The programme is quality assured by the University and by fforwm. The delivery team is carefully selected to ensure a range of specialisations based on previous experience and qualifications. Video conferencing is an integral part of the delivery process wherever appropriate and extensive use is made of electronic mail.
Part 1
Module 1 : Current and Continuing Issues in Education and Training
Stage 1 – initial two days residential experience at the University provides an opportunity to all participants to familiarise themselves with the programme. The purpose of the initial session is to introduce course members to each other, to the university and its facilities and , importantly , induction to the scheme. In addition to scene setting, when the expectation of the course is explored in detail, the programme consists of a series of varied activities including lectures, workshops, seminars, presentations, tasks and role plays spread across 18 contact hours. The two days include an induction to research methodology and covers the listed indicative content for the module. Each activity is led by one or more of the core team and by visiting speakers. A “common” written assignment equivalent to 5,000 words is the means of assessment for the module and is presented to participants during the residential session.
Stage 2 – Directed Study: 8/10 weeks research and investigation leading to the preparation of an assignment.
Stage 3 – National Seminar
Participants attend a two-day seminar to further consider current issues in education and training and to consider work in progress with regard to the “common” assignment. Participants are required to make a presentation to their peers. The seminar encourages interaction between course members leading towards a systematic analysis of problems encountered in the management of institutions, provide the basis for individual and group learning and foster the confidence of individual course members in terms of understanding the complexities of leadership and management while developing the capacity to analyse institutions from a management perspective. In addition , the seminar provides a forum for reporting back , presenting syndicate group findings to fellow group members and to analyse a number of points of comparison between different educational institutions and environments.
Two regional “partner” further education institutions help to foster group identity and a sense of belonging to the course, provide focal points for meetings of smaller groups on an informal basis, help facilitate the dissemination of ideas across a clearly defined group of participants and enable them to meet to identify management problems and discuss approaches to problem solving. Adopting a regional approach helps to foster group identity and a sense of belonging to the course, facilitate the dissemination of ideas across a clearly defined group of members, provide focal points for meetings of smaller groups on an informal basis and enable members to meet to identify management problems and discuss approaches to problem solving.
Stage 4 – Continuation of research and investigation linked to the assessed assignment. There are also further opportunities for consultations with personal tutors.
Module 2: Leadership and Management Theory and Concepts
The pattern adopted for the delivery is similar to that outlined for Module 1.
Traditional , current and competing management theories are studied in order to provide participants with the knowledge and understanding to critically examine their own institution / organisation’s philosophy and practice . Topics covered include : leadership theory and applications , managing change / conflicts and managing quality and curriculum.
Assessment for the Module will comprise one negotiated written assignment of 5,000 words.
Module 3: Management in Practice
The pattern adopted for the delivery of the module and assessment is similar to that outlined above for Modules 1 and 2. This module explores and identifies good or best practice in a range of management processes and decision-making. Topics covered are human resource functions, financial management , quality , standards , curriculum issues and strategic planning.
Module 4: Independent Study/Research Methodology Module
This module will offer participants an opportunity to focus upon a specific area of professional relevance and to carry out in-depth research to enhance knowledge and understanding. Participants are required to gain approval of a formal protocol of 1,000 words in length for the study prior to its commencement The investigation must incorporate a wide range of research methods involving the production of qualitative and /or quantitative data.
Assessment for the module is based upon a negotiated written assignment of 6,500 words.
Part 2
Dissertation:
A dissertation of 20,000 words in length is a major requirement of the MA programme. It enables participants to study in depth an appropriate negotiated topic or issue of particular interest to them personally and of value to their professional practice and relevant organisation. Students attend a formal dissertation induction session which explore and develop issues in protocol development and research conventions. A follow-on session is also an integral part of the dissertation stage during which each participant reports on progress made .
The dissertation must be completed within a 5-year period of commencement on the programme.
PERSONAL TUTORS
The tutorial team has recently been extended to twelve to take account of the increase in the number of participants.
For the first four modules each course member is allocated a personal tutor to support and advise in connection with action research activities. Their primary role is to act as mentors in respect of the assignments and independent study and they also provide key inputs on core modules. Tutors carry out their supporting role on an individual basis and the core team of three tutors are normally in attendance during each of the residential sessions, thus offering additional opportunities of support and mentoring.
It is a particular feature of the programme that assessment and tutorial support is be available through the medium of Welsh as requested.
ADMISSION
The programme is offered twice each year with a January and July enrolments.
Further education institutions in Wales are invited to nominate managers to participate in the programme. It is an expectation of course entry that participants will normally be employed in a managerial capacity in the post-16 learning and skills sector.
Applications are made through fforwm directly to the UWN and the final decision on participants’ involvement will rest with the Programme Team.
Award Structure and Credit Rating
There are three possible terminal points:
Postgraduate Certificate - 60 Credits
Postgraduate Diploma - 120 Credits
MA - 180 Credits
Assessment
Summative Assessment :
i) Module assignments, each the equivalent of a written assignment of 5,000 words in length for a 30 credit module or 6,500 words for an Independent Study.
ii) 20,000 words MA Dissertation
.
Formative Assessment
i) Tutor feedback on work in progress through 1:1 tutorials
ii) Self assessment during module sessions
iii) Discussions and activities
Accreditation of Prior Achievement
It may be possible for a participant to claim accreditation against the programme of study on the basis of previous certified achievements within the previous 5 years. Claims can only be made for whole modules.
Teaching and Learning
(i) Strategies include :
▪ Lecturers
▪ Seminars
▪ Group work and discussions
▪ Presentation of case studies
▪ Access to expert practitioners/visiting speakers
▪ Guided reading and independent study
▪ Supported self study
▪ Individual tutorials
▪ ICT based activities
▪ E-learning
(ii) Learning Process
The programme involves three types of learning situation:
▪ Contact with lecturers/visiting speakers (“supported hours”)
▪ Study outside contact times as directed by tutors (“directed learning”)
▪ Study at own initiative (“independent learning”)
Contact hours + directed study hours + independent learning = total study hours. Total study hours define the credit volume for a module – using the formula : 1 credit = 10 notional study hours.
Normally for a 30 credit module there are 36 contact hours, 64 directed study hours and 200 independent study hours .
(iii) Underlying philosophy behind learning approaches
▪ Help the student achieve intended learning outcomes
▪ Enable the development of knowledge, understanding and skills
▪ Encourage the student to take responsibility for independent learning
▪ Provide an appropriate range of, and balance between, learning approaches
▪ Exploit any work experience which the student has
Quality Assurance
Standards and quality are given the highest priority and are monitored and evaluated in accordance with University Regulations and Procedures. The main processes are :
(i) Programme Management Responsibilities – the MA Programme ( 15 pathways) reports to the University Humanities and Education Departmental Board which in turn reports to the School Quality Enhancement Committee. The Board meets every six weeks during the year and is responsible for consideration of major issues arising from Examination Boards , external examiner report and student feedback. These matters inform the Annual Monitoring and Evaluation Report.
(ii) Monitoring and Evaluation
The quality of the programme is continuously monitored and includes :
▪ Tutors responding quickly to issues arising on a day-to-day / week-to-week basis
▪ Formal review by the University Departmental Board which involves longer term planning culminating in an Annual Monitoring and Evaluation Report
▪ Formal evaluation of student feedback
▪ Moderation meetings per semester between core members of the tutorial team and the Director of the Masters Programmes (considering issues such as pass rates)
▪ External examiner reports
▪ Double marking of each piece of a student’s assessed written work by
members of the tutorial team
▪ Seminar for the tutorial team to share good practice in marking , providing
feedback to students and development of programme
A quinquennial review of the programme is scheduled for 2010 .
(iii) External Examiner
The overall standard of the programme is monitored by an external examiner with extensive experience in the field of further education. This responsibility is fulfilled in a variety of ways including: attending assessment boards, reviewing samples of student work and moderating grades, ensuring that regulations are followed and providing feedback through an annual report.
(iv) Views of Students
Module evaluations are used for gaining feedback that enables the core tutorial team and the MA Programme Director to develop the programme.
Strengths of current arrangements have shown :
• advice from tutors with regard to the presentation of assessed work has been an important contributing factor to enable students to contextualise their work
• self-reflection and networking has enabled students to gain information from colleagues, to disseminate good practice and to widen their knowledge of post-16 education and training
• students regularly demonstrating an ability to link theory with practice and to develop their investigative skills
• detailed module plans with regard to context and delivery have been beneficial in focusing students’ preparation
• extensive use of video conferencing facilities at regional partnership institutions have led to maximise the use of resources in the delivery of the programme and to meet the geographical needs of students
• balance between formal inputs by expert practitioners in the post-16 education and training sector and case studies has provided an opportunity for students to work as a whole group, as members of sub-groups and on an individual basis
• extensive opportunities have been provided to discuss current issues with high profile presentations from Estyn, LLUK, WAG and others
• success enjoyed by participants in gaining promotion partly by studying on the Programme
• use of outcomes of the areas researched by students within their institutions.
• experience and expertise of the course tutorial team is highly valued
• wide diversity of participants from institutions of different sizes, cultures, attitudes, experiences and perspectives add to the wealth of mutual benefits gained
• meetings between the core tutorial team and the external examiner have been beneficial
• opportunity provided to students to focus on the bigger picture
• raising awareness of the skills needed for effective leadership and good management
Appendix A
MA Leadership and Management (Further Education) 2007
1. Participation
Features include ;
▪ Total enrolment – 126 (since the programme commenced in January 2003)
▪ Males 50 (39.7%); Females 76 (60.3%)
▪ Withdrawals 7 - Retention rate 94.4%
▪ Average age on entry : Males 42 years 6 months; Females 41 years 11 months
▪ Designation : Curriculum Areas 75 (59.5%); Functional Areas 51 (40.5%)
▪ Regional distribution :
Mid Wales 3 (2.4%)
North Wales 40 (31.7%)
South East Wales 69 (54.8%)
South West Wales 13 (10.3%)
England (Learning and Skills Council) 1 (0.8%)
▪ Participation : 21 out of the 25 FE institutions in Wales are actively participating in the MA programme.
2. Results:
Successful completion
MA (Full Award) - 25 (11 - 2006); (14 - 2007)
Diploma in Leadership and Management (FE) - 2
Certificate in Leadership and Management (FE) - 3
APPENDIX B
MA LEADERSHIP AND MANAGEMENT (FE)
DISSERTATION : RESEARCH PROJECTS
|THEME |ASSIGNMENT TITLE |
|Quality |Striving for excellence: an investigation into factors influencing the development of a |
| |strategy to improve the quality of teaching and learning within a FE College in Wales. |
| | |
| |Critically evaluate college X’s quality assurance system in the context of cross-sector |
| |Estyn reports in Wales since the introduction of the first phase of the Common Inspection|
| |Framework together with a a comparative study of the detail of inspection outcomes and |
| |quality framework in another FE College in Wales. |
| | |
| |Evaluate the systems, approaches and procedures for peer observation utilised by college |
| |X college during the academic years 2003-2005 to establish the effectiveness and |
| |objectivity of the processes and what quality improvements have resulted from these |
| |arrangements. |
|Value Added |A determination of the critical success factors in the use of value-added measures as a |
| |management tool to benchmark, and improve student, staff and course performance in |
| |Further Education Colleges. |
|Student Services Function |An investigation into the management of the student services function, in colleges within|
| |England and Wales, with critical evaluation of models based on service Level Agreements |
| |(and consideration of the introduction of such a system in to college X) |
|14/19 Learning Pathways |What are the implications for the nature and scope of provision and for leadership and |
| |management within College X of the Welsh Assembly Government’s Learning Pathways guidance|
| |for 14-19 year old learners. In particular, detailed consideration will be given to |
| |14-16 year old learners who would normally receive education from schools. |
|Health and Safety |Critically evaluate the effectiveness of management responsibilities for health and |
| |safety matters at a Further Education institution. |
|Students with Learning Difficulty and |“An examination and evaluation of SLDD provision in a FE college with reference to the |
|Disability |needs and expectations of its community stakeholders and in the light of the most recent |
| |cycle of Estyn inspection findings”. |
|ICLT and e-Learning |An investigation to establish the critical success factors in the delivery and management|
| |of a higher education e-learning programme of study in Welsh further education colleges |
| |in the context of existing franchise agreements. |
| | |
| |Determining teacher values and perceptions to the Application of ICLT and E-Learning in |
| |the process of managing development and the improvement of the quality of delivery. |
| | |
| |A critical evaluation of the use of ICT as a tool to enhance support systems for teaching|
| |and learning in a college of further education. |
|Teaching and Learning |Sharing excellence: an investigation into how excellent practice in teaching and |
| |learning can be maintained and shared within a FE College in Wales. |
| | |
| |The impact of self-assessment on teaching staff performance. |
| | |
| |A comparative investigation into the effectiveness of teaching and assessing in a sample |
| |of FE colleges in Wales. |
|Financial and Strategic Planning |An investigation into the effectiveness of the link between financial and strategic |
| |planning in the Welsh FE sector (with special reference to College A) |
| | |
| |A critical evaluation of the development of commercial income to sustain a residential |
| |college in Wales |
| | |
| |An investigation into the feasibility of a financial shared service centre for further |
| |education institutions in Wales. |
|Staff Appraisal and Performance |A critical examination of the management and organisation of appraisal for academic staff|
| |at a college of further education. |
| | |
| |A comparative study and evaluation of the effectiveness of performance management of |
| |teachers across a sample of FE colleges in Wales. |
| | |
| |An examination of the processes and implications of the introduction of staff performance|
| |appraisal into college X. |
|Tutorial system |An investigation into the factors influencing the effective management of a tutorial |
| |system at one further education college in Wales. |
|Total Quality Management |How can senior managers in FE Colleges working towards Total Quality Management (TQM) |
| |successfully bring about a change of culture? |
|Curriculum |An examination and critical evaluation of the introduction and implementation of a |
| |Foundation Degree route within a further education college. |
| | |
| |An inspection into the feasibility and advisability of introducing the Welsh |
| |Baccalaureate Qualification. |
| | |
| |An investigation into the feasibility and advisability of introducing the Welsh |
| |Baccalaureate Qualification |
|Leadership and Strategic Management |A critical analysis in meeting the challenges of improving quality and performance in |
| |leadership and strategic management within a further education college in Wales. |
| | |
| |An analysis of the quality and effectiveness of the leadership and management of FE |
| |colleges in Wales offering automotive engineering education and training to the retail |
| |automotive industry. |
|Achievement |An investigation into the factors influencing the effective management of strategies for |
| |improving achievement at a further education college in Wales. |
|Human Resources |A critical evaluation of the issues relating to the employment of part-time staff in a FE|
| |institution and their implications on leadership and management, with particular |
| |reference to adult and community education. |
|Mentoring |Mentoring for Success : An investigation into the feasibility of establishing an |
| |effective mentoring system for teaching staff within a further education college in |
| |Wales. |
|Partnership |A critical evaluation of the partnership arrangements of a voluntary organisation. |
APPENDIX C
MA LEADERSHIP AND MANAGEMENT (FE)
ASSIGNMENT THEMES
|THEME |ASSIGNMENT TITLE |
|Legislative requirements |Examine and analyse how current legislation affects a further education college with |
| |particular regard to 14-16 year olds. |
|Marketing |Discuss critically the effectiveness of the marketing function at a college of further |
| |education. |
| | |
| |Critically examine the effectiveness and efficiency of the marketing process at a |
| |further education institution, with reference to widening participation. |
| | |
| |Critically examine the effectiveness and accountability of marketing at college and with|
| |particular reference to internal stakeholders. |
|Quality |Critically evaluate the impact of the introduction of programme area co-ordinators on |
| |the quality assurance systems at a further education institution, making recommendations|
| |for the future development of the role. |
|Strategic Planning |Discuss critically how strategic planning in college addresses issues in the educational|
| |environment together with community, and organisational needs. |
|Financial Management |A critical examination of the management of change in relation to the introduction of |
| |devolved budgeting at a further education introduction. |
|Performance Management |Critically examine those process adopted in your institution for staff |
| |appraisal/performance review. What changes would you wish to make in order to achieve a|
| |higher degree of effect? |
| | |
| |A critical examination of the mentoring system for newly qualified/qualifying teaching |
| |staff within a college of further education, with particular reference to the role of |
| |leadership and management. |
| | |
| |A critical examination of the staff development systems at a college of further |
| |education in relation to the appraisal procedures currently in operation. |
|ILT/ICT/e-Learning |A critical review of the current management of ICT and e-learning at a college of |
| |further education. |
|Total Quality Management |Critically examine leadership, management and communication processes/systems at a |
| |further education institution, with reference to their impact on Total Quality |
| |Management |
|Governance |Assess the effectiveness of the recruitment, induction and contribution of the governing|
| |body at a college of further education. |
|Widening Participation |Examine and analyse the human resource, financial and estates implications of extending |
| |access and widening participation at a further education college. |
| | |
| |Examine the implication for providers and managers in the post-16 sector of ensuring |
| |appropriate learning opportunities for marginalised community-based learners. |
|Benchmarking |Critically examine how your institution uses benchmarking techniques in influencing |
| |strategic planning. |
|Curriculum |What are the implications facing leadership and management at a further education |
| |institution with regard to the introduction and sustainability of the WBQ? |
| | |
| |A critical examination of the effectiveness of management, organisation and |
| |communication structures on the process of reviewing, developing and maintaining an |
| |appropriate synergised curriculum. |
|FE/HE Collaboration |With reference to leadership and management, what are the critical success factors and |
| |barriers in establishing curriculum partnership arrangements involving further and |
| |higher education institutions? |
|Inspection |Adult community-based learning in its place in the Estyn Common Inspection Framework |
| |with special reference to the WEA. |
|Management of Information |A critical review of the management of information at a further education institution. |
|Quality and Standards |A critical review of the self-assessment process within a further institution in the |
| |preparation for an Estyn inspection – with special reference to ILT. |
| | |
| |Critically examine the process and effectiveness of the management of continuous |
| |improvement in quality and standards at college X. |
|Management of Change |Critically examine how significant change has been managed in your institution. |
| | |
| |An identification of the drivers for change within a further education institution, |
| |assessment of management responses and an analysis of the steps followed in pursuit of |
| |transformational change. |
|Student Support Services |Critically examine how the management and organisation of student support services |
| |contribute to the welfare of students at a further educational institution. |
|Workforce Development |A functional analysis of the characteristics, qualifications and skills of staff within |
| |a programme are at college X and a critical review of the implications for leadership |
| |and management regarding the need for continuous professional development. |
| |An investigation into the skills and qualifications of part-time tutors employed at a |
| |further education institution to determine if it influences the decision-making of |
| |management in strategic and curriculum planning. |
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