Programme Specification for the 2025/6 academic year
MSc Systems Thinking in the Public Sector (Higher Apprenticeship)
1. Programme Details
| Programme name | MSc Systems Thinking in the Public Sector (Higher Apprenticeship) | Programme code | PAS2HPSHPS02 |
|---|---|---|---|
| Study mode(s) | Distance Learning |
Academic year | 2025/6 |
| Campus(es) | Streatham (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
This Masters level degree apprenticeship programme is structured around the Institute for Apprenticeships and Technical Education’s (IATE) Systems Thinking Practitioner standard. This standard has been created to support decision-makers in strategic and leadership roles to understand and address complex problems through the provision of expert systemic analysis, advice and facilitation. Our programme is a fully-online MSc and has a duration of 24 months and is comprised of 180 credits split equally across two 90 credit years. Each apprentice will undertake three modules across the three terms of each academic year. Each of these modules would be a mix of intensive teaching days and online asynchronous learning activities. The Systems Thinking Practitioner Apprenticeship is for:
- People working in the public interest, who are facing complex challenges and who are keen to collaborate with their peers from other services and organisations.
- Employers who would benefit from improvements from within their organisation as the course was designed in collaboration with key public sector organisations.
- People who are keen on enhancing their professional development and who are open to learning new ways of thinking and doing.
- Mid to senior-level staff, however, the programme is inclusive of a number of job roles and levels of seniority.
The programme has a taught duration of 24 months comprised of 180 credits split equally across two 90 credit years. Taught modules one, two, four and five are 3 months long, the work-based project modules three and six have a duration of almost six months. The programme is delivered through a blended learning model of masterclass sessions combined with online teaching and independent study to maximise flexibility in study.
Taught modules
Modules 1,2, and 4 are intensively taught modules. Each of them includes full-day masterclass events and several weeks of guided online learning activities. Students are expected to prepare for their engagement in masterclasses to provide a shared foundation for engagement in discussions and activities. Preparation will include reading relevant course material, research and preparation of group presentations and short pieces of reflective writing. Masterclasses are currently conducted remotely.
Modules 3, 5 and 6 are applied modules and consist of work-based projects apprentices initiate while receiving regular support and project advice from the academic team. Modules 3 and 5 are work-based modules, apprentices regularly meet with project advisors from the inclusive honorary fellow network that Exeter has developed. Module 6 is aimed at preparing students for End-Point Assessment by ensuring students compile their portfolio and attend a mock professional discussion. Additionally, students present progress and discuss challenges with their peers. Students are required to spend a minimum of 6 hours per week undertaking remote learning.
Work-based projects
A critical element of degree apprenticeships at Exeter comes from active learning – that is, learning-by-doing. Work-based projects offer active experiences in which students will put their learning into action and evidence their development of knowledges, behaviours and skills (KSBs) relating to the level 7 Systems Thinking Practitioner professional standard. These projects are considered and agreed upon through the mutual discussion and the consent of the student, their employer, and the programme convenors at the University of Exeter. These projects should seek to address real problems within their home organisation that brings lasting added value. Work-based projects can be based solely within the student’s employer organisation, or they can be cross-organisational and interdisciplinary. Projects should offer relevant and valuable contributions to their employer organisation, and in so doing, support the student’s learning and development as a systems thinking practitioner.
3. Educational Aims of the Programme
The public sphere is an increasingly complex and entangled space: departments and laboratories face challenges that transcend traditional organisational boundaries, which can only be met by staff working across departments and intellectual disciplines. This programme aims to equip people with the skills and tools to explore multiple perspectives, structures, power balances and interrelationships that make up public sector systems. Throughout the course students will:
- Gain theoretical and practical foundations in systems thinking.
- Receive instruction in cross-disciplinary problem-solving, delivering services under complexity, risk, and uncertainty, and equality, diversity, and inclusive leadership in the public sector.
- Complement learning in taught modules with two work-based modules, which give apprentices the opportunity to put your skills and learning into practice.
- Improve the understanding of problems and explore potential improvements within your organisation.
- Gain practical experience of using applied systemic approaches.
4. Programme Structure
Approximately 20% of the Apprentice’s contractual working time over a two-year period will be applied to studying.
Our dedicated Degree Apprenticeship partnerships team liaise closely with employer partners throughout the programme, we can assist you with recruiting, education support and administration. Each apprentice is allocated an Academic Mentor to ensure their successful completion of the programme.
Successful completion of the programme will result in the award of the Level 7 Systems Thinking Practitioner Degree Apprenticeship and a University of Exeter MSc in Systems Thinking. Upon successful completion of the programme apprentices will also be eligible to apply for the SCiO Professional Qualification in Systems Practice award.
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.
Stage 1
90 credits of compulsory modules
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| POLM891DA | Introduction to Systems Thinking | 30 | Yes |
| POLM892DA | Organisational Viability and Sustainability | 30 | Yes |
| POLM895DA | Work-Based Project 1 | 30 | Yes |
Stage 2
90 credits of compulsory modules
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| POLM893DA | Equality, Diversity and Leadership | 30 | Yes |
| POLM896DA | Work-Based Project 2 | 30 | Yes |
| POLM898DA | End-Point Assessment Preparation | 30 | Yes |
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. Evidence in theory and practice of the well-developed knowledge and skills required of a competent systems thinking practitioner. |
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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: | |
3. Evidence an understanding of the emergence of systems science as an academic and practical field. |
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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: | |
6. Develop an ability to think critically by linking theory with practice. |
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7. Programme Regulations
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
The programme will be laid out in the Programme Handbook; and each module will be supported by a respective module handbook. Intended learning objectives, module aims, the KSBs targeted, key literature as well as assignment guidance will all be included in module handbooks.
All apprentices will be supported with a comprehensive digital ecosystem and architecture based around the Exeter Learning Environment and others. The digital platforms that the programme uses are a critical component in charting and evidencing the learning and development trajectories of all apprentices on the programme. These will offer apprentices a reflective space for personally recording and reflecting on their learning but also for specifically evidencing the attainment of proficiency in the given Knowledges, Skills and Behaviours set out in the IfATE Systems Thinking Practitioner standard. This will in turn act as the primary portfolio of attainment that apprentices will use in Gateway to evidence their suitability for progression to the final End-Point-Assessments (and for evidencing competency and attainment in the interview component of the End-Point-assessment).
Apprentices will be supported through regular engagements with the programme mentors, who will offer educational, programmatic and pastoral support; in addition to managing ongoing learning trajectories at three annual tri-patriate employer meetings.
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.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Humanities, Arts and Social Sciences (HASS)
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
MSc Systems Thinking in the Public Sector (Higher Apprenticeship)
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | 180 |
ECTS credits | 90 |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 29/09/2021 |
Date of last revision | 01/04/2025 |
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