Course Catalogue

This programme design is aligned with all relevant internal and external frameworks

The aim of this Master's programme is to support the development of the knowledge, skills and behaviour requirements in Human Resource Development which align and map to the duties of the Senior People Professional.

By the end of the programme participants will have extended their knowledge through:  

• Contributing to the development to the development and implementation of strategy in a range of organisational contexts.  
• Critically evaluating organisational strategy and practice within complex and rapidly changing business environments.  
• Critical appraisal of the added value of policies and practices within contemporary organisations.  
• Synthesis and analysis of complex information from a variety of sources and a critical evaluation of its relevance.  
• Critical reflection on experience and learning, leading to skills development and engagement with lifelong learning. 

Teaching, Learning and Technology

Learners will attend a 2-day induction at the start of their programme and modules will normally be delivered in blended format, the equivalent of e.g., three full days per 10 credit module, however, days will be broken down into 2–3-hour workshops sessions.

The university’s VLE (Canvas) will be employed to allow teaching and extension materials to be readily available off-site and provide a means for participants to maintain contact. A strong emphasis is placed on recognising that the workplace is an important place to learn; utilising flipped learning, learners will integrate key concepts and theories, assessing the impact of these on their own working environment and reporting back on their findings. Action learning will be adopted as the key supportive and collaborative approach to learning. Issues and challenges and good practice from the workplace can be discussed and peer reviewed by tutors and colleagues on the course, providing a forum to bring ideas, thoughts, issues, and actionable remedies to the fore.

An essential element of the programme is the opportunity it provides for participants to apply their learning to organisational situations. The fact that learning is applied, rather than being purely theoretical, is of critical importance to learners, since their roles empower them to contribute to, and impact on, their organisation. In addition to learners producing course work which links theory to practice, the application of learning is also achieved through case-study analysis and a sharing of understanding which draws on the group experience. Opportunities to apply learning to address real organisational issues and develop both the learner and their parent organisation, are provided at every stage of the programme.

Assessment

Variety helps develop a range of skills and competencies and assesses a range of learning styles (UK Quality Code for Higher Education (2018:5). 

The predominant assessment methodology is one piece of individual coursework per module, which will require participants to relate their learning to an organisational setting. These assessments will normally be developed from their own experience or setting by each individual learner through the module activities with the application of theory to practice being a key element of the programme. In the initial 10 credit module (a yearlong module), the emphasis will be on a portfolio of evidenced work, bringing together different facets of learning activities enabling them to develop a broad understanding of themselves and their overall objectives for the duration of the programme. During all modules formative feedback, which supports the summative assessments, is on-going both within and outside the formal sessions.

The assessment methodology, as set out above, provides the opportunities for learners to demonstrate knowledge and skills. In addition to this a 'flipped learning' approach is adopted. A strong emphasis is placed on recognising that the workplace is an important place to learn, utilising flipped learning, learners will integrate the key concepts and theories, assessing the impact of these on their own working environment and reporting back on their findings. Learners will also be encouraged to do this by providing content prior to the teaching and learning session using the university’s VLE. This approach brings the focus onto action learning, enabling the application of skill development. Masterclasses, where keynote speakers address current issues, emerging practice and thought leadership will also be employed on the programme, fostering intellectual skills, and addressing the ever-changing nature of a senior people professional in the real world. Knowledge and skills are assessed through individual work-related assessments, which may be supplemented with group activities.