Course Catalogue

The programme aligns with the academic expectations of the PG-Dip programme 37033. Learners will attend a 1-day induction at the start of their programme and modules will normally be delivered in a hybrid format, i.e. five full days per 20-credit module, however, days will be broken down into 2-3 hour workshops/sessions, face-to-face on campus and/or online. Face to face, on campus sessions are delivered in blocks, to allow for deeper learning. Module specific, online tutorials are provided between blocks to ensure learners stay on track with application of learning, reflection on learning and assessment preparation.

A range of approaches are used to ensure that teaching and learning is inclusive, learner-centric and progressively builds learner's ability to think critically about their subject and practice. Social learning is at the heart of this programme, the very nature of an apprenticeship and work-based learning engenders an approach that encourages learners to critically discuss key topics, to try new ideas or practices and to do so in a safe space. The programme will use a range of delivery methods including: lectures; seminars; tutor led workshops. action learning groups, simulations and reflective practice. This variety of methods should ensure an inclusive environment that supports all learners regardless of their previous academic experience.

Teaching is research informed, supporting learners to explore new and innovative approaches to leadership and management from a range of sectors. While the degree satisfies the requirements of English Apprenticeships, the materials used throughout the programme ensure that learners are exposed to approaches from a range of countries, sectors and research from authors from a range of backgrounds.

The university’s VLE (Canvas) will be employed to allow a flipped learning approach to delivery and to ensure that teaching materials to be readily available online 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; 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.

The programme initially focusses learners attention on exploring their own identity as a leader, developing to understand the role of a leader in building a resilient team and enhancing organisational culture. Learners will further develop their knowledge and skills in exploring their role as a leader in a wider internal and external community to explore and understand stakeholders and their impact on strategy development, finance and public perception of the organisation. The programme is rounded off by a capstone module to allow learners to evaluate their learning to date and the impact it has has on their organisation. 

The programme incorporates diversity of assessment methods to engage and enable varying learner styles and contexts. It uses a blend of traditional and creative methods, including individual written reports, digital outputs, portfolios, reflective essays, and presentations to support learning and demonstration of knowledge and understanding. All assessments are workplace focussed allowing apprentices to critically apply their learning to their own organisations, underpinned by their academic learning, rather than a focus on purely a theoretical approach. A range of modes of assessment are used to ensure that the apprentice can communicate to a wide range of audience, using a range of formats. 

Work based and experiential learning are fundamental to an apprenticeship. Apprenticeship learners are required to spend a minimum of 6 hours of their working time on learning activities and as indicated for their intake by the ESFA. In addition, they need to have opportunities to practise and apply what they are learning in the workplace to the benefit of both learner and employer. There are three types of apprenticeship standard that the student needs to evidence – knowledge, skills and behaviour. Knowledge standards can be demonstrated through university assignments, but skills and behaviours are best evidenced in the workplace. The translation of leadership theory into work-based practice is supported by contextualised examples and discussion in class and by the DA Mentor via the 12 weekly tripartite meetings.