Programme Specification for the 2019/0 academic year
PGCert Healthcare Leadership and Management
1. Programme Details
| Programme name | PGCert Healthcare Leadership and Management | Programme code | PCT0EMSEMS01 |
|---|---|---|---|
| Study mode(s) | Part Time |
Academic year | 2019/0 |
| Campus(es) | St Luke's (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
There is a growing evidence base, which is supported by experience from high performing health systems, that leaders at all levels should gain and sustain a leadership and improvement skillset. There is also a recognition many leadership development activities do not fully address the importance of leadership context and the importance of ‘mind-sets’ or couple reflection with ‘real work’. The Post Graduate Certificate in Healthcare Leadership and Management has been specifically created to offer the time and support to progression on this journey, with the stated aim of developing the compassionate, inclusive and effective leaders necessary for future success. The programme aims to assist in addressing these areas offering the opportunity to examine, acquire and apply some of these competencies to enhance the health of the population and improve the quality and sustainability of healthcare systems. The programme offers a collective learning environment in which professionals of all disciplines in healthcare study together to develop their leadership and management skills. The core principles of the programme are aligned to the national framework for action on improvement and leadership development in NHS-funded services, Developing People – Improving Care. However, the programme will also appeal to an international or private sector audience. It is suitable for all aspiring or established leaders in any health and social care related discipline including nurses, allied healthcare professionals, commissioners, managers and doctors of any speciality including training grades and consultants early in their leadership journey.
3. Educational Aims of the Programme
The educational aims of the Post Graduate Certificate on Healthcare Leadership and Management are to:
1. Provide you with a safe ‘practitioner-researcher’ led environment of multi-disciplinary learning for you to share your ideas, perspectives and current experiences in response to realistic scenarios.
2. Challenge you to consider offering solutions alone, and in collaboration, which address complex health issues from the perspective of the patient, their carer, a healthcare provider, a commissioner, employer or organisational collaborator in a related sector.
3. Support your development as a leader through phased engagement with both fundamental and more advanced concepts, in the context of the delivery of healthcare at team and system levels to understand organisational complexity and making change at large scale.
4. Enable you to analyse, synthesise, evaluate and reflect on the translation of research-based based evidence into healthcare practice.
5. Provide opportunities for you refine written and verbal communication skills through the examination of theory and translation it into practice.
The programme consists of 4 mandatory modules (each 15 Masters level credits). A blended approach to learning of taught sessions, bespoke tutorials, and practical exercises is supported by on-line resources accessed via the University of Exeter’s electronic learning environment (ELE). Carefully selected tutors and guest lecturers will join you throughout the programme offering up-to-the minute insight, shared reflections and practical support for the duration, both in person and on-line.
4. Programme Structure
The award of the certificate is conditional on all four modules being completed within five years.
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
Our PGT programmes are designed as standalone courses but the College also aims to provide flexibility where possible. We recognise that you may sometimes wish to take a module from elsewhere in the College, or the wider University, to fit in with their specific research or professional interests. A taught Masters degree is made up of 180 credits, usually 120 credits of taught modules and 60 credits of dissertation. Normally at least 90 credits of taught modules (but an absolute minimum of 60 credits), plus the dissertation, will need be taken from within the named award in order to graduate with that award. That means that 30 credits could be made up from one or more appropriate modules from another Masters level programme(s) in place of your scheduled ones, depending on the module prerequisites, the contact days of the modules, and your funding source. There may be an additional fee associated with certain postgraduate modules. It is also important to note that the timing of your new module’s contact days and assessments might conflict with your existing programme of studies. If after considering these factors you would like to explore this option further, please discuss this with the MSc’s Programme Director. The CMH PGT Support team can then advise about the application process, which would then go for approval from the Programme Director of your current programme and the Module Lead and Programme Director of the programme(s) in which your new module(s) sits
Stage 1
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HPDM058 | Implementation Science | 15 | No |
| HPDM059 | Leading Change in Health Services | 15 | No |
| HPDM080 | Leadership in Healthcare | 15 | No |
| HPDM081 | Management in Healthcare | 15 | No |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. . Draw on a breadth of theoretical, conceptual and practical knowledge in leadership and management which will inform your practice in your healthcare setting. | Lectures, seminars, masterclasses, Group discussions, practical exercises, simulated case-studies and engagement with real-world scenarios, Web-based learning, resource gathering, and in-depth reading. Preparation and writing of assignment(s). | Case-based discussion – ILO 1-5 2. Small group projects – ILO 1-5 3. Student presentations – ILO 1,2,3,4 4. Reflective essay – ILO 1-4 |
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
6. Develop a deep understanding of the contemporary challenges in healthcare and an evidence-based approach to dealing with them. | Workshops, masterclasses, specialist tutorials; small group discussions and project work; formative presentations; Peer-mentoring and coaching; preparation and writing of assignment(s). | 1. Case-based discussion – ILO 3,4,5,6 2. Small group project – ILO 4,6 3. Student presentations – ILO 3,4,5,6 |
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
10. Communicate effectively the purpose, outcomes and implications of leadership and resource and people management in healthcare through multiple channels, to peers, specialists and lay audiences | Workshops, masterclasses, specialist tutorials; small group discussions and project work; formative presentations; Peer-mentoring and coaching; preparation and writing of assignment(s). | 1. Formative presentations, case-based discussion, simulated scenarios (role play) throughout the programme ILO 9-12 2. Small group projects – ILO 9-12 3. Student presentations – ILO 9-12 4. Reflective essays – ILO 9-12
|
7. Programme Regulations
Credit The programme consists of 60 credits at NQF level 7. The pass mark for award of credit in PG modules (NQF level 7) is 50%.
Assessment and Awards
Each module will include both formative and summative elements (please refer to the module descriptors). Formative assessment will involve opportunities for discussion and feedback from peers and tutors. The summative assessment element for each module will provide students with the opportunity to demonstrate achievement of the intended learning outcomes. Elements of assessment will include:
• Development of Knowledge and Understanding
• Cognitive and Intellectual skills
• Key/Transferable Skills
Detailed and specific marking criteria for each assignment will be made available through the University’s electronic learning environment (ELE, http://as.exeter.ac.uk/it/systems/ele/ ) and will be clearly articulated to students throughout the modules. The overall pass mark for all modules is 50% (including the dissertation). Where module assessment involves more than one element of coursework, a student is required to achieve a minimum of 50% combined marks across elements.
Classification
The marking of modules and the classification of awards broadly corresponds to the following marks:
Postgraduate Degrees
Distinction 70%+
Merit 60-69%
Pass 50-59%
Full details of PGT programmes assessment regulations can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website. Generic marking criteria are also published here.
Please see the Teaching and Quality Assurance Manual for further guidance.
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)
12. Indicators of Quality and Standards
Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs) but this is not currently applicable to this programme.
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Health and Life Sciences
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
PGCert Healthcare Leadership and Management
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | 60 |
ECTS credits |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | Date of last revision |
|---|
