Otago Polytechnic/Masters of Professional Practice

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Masters of Professional Practice

School of

Programme Document

Version

October 2011

Summary Information
Title: Masters of Professional Practice

Abbreviated Title: MPP

Level: 9

Credits: 240

This is a two year programme delivered full-time / part time over four years. The programme was / will be delivered for the first time in 2013. It will have a major review on or before[rh6] 20 __.

Business Unit Number (BUN) is

Approvals Database Application Number is [J7]

This programme[d8] is a new programme

Document Control Information

Distribution of document[rh9]


 * Copy 1 Quality Enhancement Centre central file
 * Copy 2 Kaitohutohu (digital copy)
 * Copy 3 Head of School Otago Polytechnic
 * Copy 4-8 Metro Partner Institutions
 * Copy 9 Programme Administrator
 * Copies 10-[d11] ITPQ / NZQA[rh12]

Ongoing management of updating the electronic copy of this document is the responsibility of Quality Enhancement Centre from 1 June 2007.

Table of Contents
"1. PROGRAMME PHILOSOPHY RATIONALE and BACKGROUND. 1 1.1. Sustainable Practices. 1 1.2. Internationalisation. 1 1.3. Engaging with Experienced Learners. 1 1.4. Engaging with Foundation Learners. 1 1.5. Flexible/Blended Learning and Teaching Strategies. 1 2. PROGRAMME AIM and OUTCOMES. 2 2.1. Aim.. 2 2.2. Programme Outcomes. 2 2.3. Outcome Statement 2 3. GRADUATE PROFILE. 2 4. PROGRAMME DESIGN. 2 4.1. Title of the Programme. 2 4.2. Relationship with Treaty of Waitangi/ Engagement with Kai Tahu. 2 4.3. Learning and Teaching Strategies. 2 4.4. Assessment Philosophy, Rationale and Strategy. 3 4.5. Structure of the Programme. 3 4.6. Research. 4 4.7. Variations to OP Expectations. 4 4.8. Occupational Safety and Health. 4 4.9. Transition Arrangements. 5 5. Programme Management. 6 5.1. Programme Ownership. 6 5.2. Off-site Practical/Work Based Components. 6 6. PROGRAMME REGULATIONS. 6 6.1. Length of the Programme. 6 6.2. Variations to Otago Polytechnic expectations. 6 6.3. Advanced Standing. 7 6.4. Certification. 7 7. Local Course Outlines. 8 7.1. 8 8. Appendices. 9 Appendix 1: Initial Scoping Paper 10 Appendix 1: Programme Evaluation Report and Action Plan. 10 Appendix 2: Otago Polytechnic Expectations for (Certificate, Diploma, Degree ……) programmes 11 Appendix 3: Resource Verification. 12 Appendix 4: STAKEHOLDER SUPPORT. 13 Appendix 5: CONSULTATION LOG.. 14 Appendix 6: SAMPLE CERTIFICATE (Variation only) 15 Appendix 7: EDUCATIONAL DEVELOPMENT CENTRE. 16 1. PROGRAMME PHILOSOPHY[rh13]"

RATIONALE and BACKGROUND[G14]
This proposal is for the development of a work based learning (WBL) Masters Degree programme of 120 – 240 credits and a Post Graduate Diploma of 120 credits. Candidates who meet the outcomes of the Post Graduate Diploma, or have an undergraduate degree followed by relevant professional experience will be able to complete the Masters Degree by WBL no fewer than 120 credits[R1] add words --Rob 22:06, 29 November 2011 (UTC)

The Masters in Professional Practice (MProf Prac) allows individuals and groups to negotiate high-level customised programmes that focus on their professional and organisational needs supprted by an academic structure to enable this to occur. Workplace learning is now established as an undergraduate practice. Organizations, individuals, behaviors and situated knowledges are brought together as the workplace reflects and generates societal change. . The Masters in Professional Practice enables candidates to produce new research that works with the tripartite elements of work, place and learning ( Cairns and Malloch 2011). Workplace learning recognizes learning as an emergent field ((Hagar 2011) in which a wide range of socio-cultural elements are brought into play in the production of new meaning. The programme recognizes the agency of the workplace and provides a matrix through which those emergent meanings can be discovered and their implications considered. The programme’s philosophy acknowledges the importance of the workplace as an inter-relational situation that can be understood productively through many contemporary theoretical frameworks. In the wider context, developing understandings of changes in the knowledge economy have led to a greater focus on the experiential learning that occurs as workplaces themselves provide new discourses. The global move for sustainability is an example of a “discipline” that in which theory and practice cannot be separated; a project that must be understood in the context of the workplace.

The philosophy of the programme also recognizes the inclusivity of workplace learner/employer contracts, in which learning is transferred through the vehicle of research projects and their dissemination. .Workplace leaning has been characterized as not only emergent but extraordinarily diverse. The programmer’ project-based approach enables the capture of aspects of this diversity in a contained and methodologically focused manner. Such projects will not only serve the needs of their constituents but generate new understandings of how learning occurs within the workplace and the diverse nature of work in today’s very changeable contexts. While the individual learner is the designer of the project, the relational and situated aspects of the workplace will be reflected in the research and learning contracts that give form to the qualification.

Current provision of postgraduate programmes, including masters degrees, tend to be discipline specific and quite tightly defined. In some cases delivery is flexible to enable part time and study offsite. Most post graduate provision is built on stair casing from existing undergraduate programmes through post graduate certificate and diploma levels to Masters Level. The general regulations for a Masters degree include typically between 120 and 240 credits at level 9. Typically 120 credits may be from a postgraduate cert/dip or an honours year at level 8 and either a further 120 credits taught as coursework, or up to 120 credits of research culminating in a thesis at level 9. Provision also exists for an MPhil degree, solely by research, of at least 120 credits and up to 240 credits. Typically this programme of study is advanced and requires original research within discipline.

In general the programmes tend to attract relatively small numbers and struggle to be viable. They do not appear to be either attractive or particularly competitive in the international market nor to those who seek advanced understandings relevant to their work – especially those who are unable to attend classes for the traditional taught programmes that are offered. Gaps exist in provision and there are very few if any masters programmes that allow cross discipline participation.

This proposal is for the development of a Work Based Learning Masters Framework. Work based learning programmes are well established overseas particularly in the UK, USA and Australia.

The framework for this approach to is for a multidisciplinary approach to the qualification. The qualification will be based on a learning contract that identifies the specific pathway for an individual that will achieve their learning outcomes, which will be at a post graduate level and which will build on prior learning or existing knowledge. The programme would be self paced with mentors identified who are subject matter experts to work with the individual on their learning development. Access to quality learning materials and expert teachers will enable quality engagement to occur. Feedback would be formative throughout the programme and a final portfolio of learning, including research, would form the basis of summative final assessment(s). This would be moderated by having both academic and external workplace experts engaged in the assessment process

2.1 [R1]Credit requirements The Masters Degree is at least 240 credits, except where it builds on 4 years of prior study at Bachelor Degree level or above, in which case it can be fewer than 240, but no fewer than 120, credits. The Masters Degree must comprise a minimum of 40 credits at level 9 with the remainder at level 8. Providers of courses leading to Masters qualifications are responsible for establishing entry requirements. The minimum entry qualification for a 240-credit Masters Degree is a Bachelor Degree or equivalent. For a Masters Degree of fewer than 240 credits, normally the minimum entry qualification is a Bachelors Degree with Honours or a Postgraduate Diploma or an undergraduate degree followed by relevant professional experience. Admission as a candidate for a Masters Degree is based on the evaluation of documentary evidence (including the academic record) of the applicant's ability to undertake postgraduate study in a specialist field of enquiry or professional practice. The candidate must have attained, through formal study, professional or other experience, a high order of knowledge about the principal subject(s), and have demonstrated interest in, and an aptitude for, scholarship. An applicant who holds either a Bachelor Degree with Honours or a Postgraduate Certificate or Postgraduate Diploma may be exempted from all or some of the taught courses.

Source NZQA

1.1. Sustainable Practices
[RH16] he Masters in Professional Practices reflects the philosophies of sustainment and sustainable development in its acknowledgement of the significance of work-place learning and the movement from the academic base as the focus of learning to the more socially integrated workplace with its wider social context and position within the nested frameworks of the bio, econo and sociosphere (Strong sustainability 2009) .This approach is central to its philosophy and  consequent programme design, which requires a formal contract between employee and employer and positions the learning within a specific workplace. Through the consideration of the methdocological frameworks of sustainability, candidates will integrate within the project design sustainability issues as they pertain to the site of learning.

The course content in the first year includes research methodologies which draw on the developing literature of sustainability. The delivery methodologies place the learner within the workplace ..

1.2. Internationalisation
[RH17]

1.3. Engaging with Experienced Learners
[RH18]

1.4 Engaging with Foundation Learners
N/A this is a masters level programme

1.5 Flexible/Blended Learning and Teaching Strategies
[G20]

2.1. Aim
The aims of the WBL programme are to: widen access to higher education by:


 * offering award tracks from certificate to master level which recognise and accredit the learning achieved by students through work and other life experiences


 * building partnerships with employers and organisations which utilise learning from, through and for work


 * provide opportunities for students and/or their employers to negotiate programmes of study which are focused upon topics and issues relevant to their workplace


 * develop and support students in becoming autonomous learners, capable of:


 * managing and critically evaluating their learning


 * undertaking work-based projects which meet both their own needs and those of others eg employers/sponsors/ organisations

From the middlesex curriculum provide a learner-centred curriculum which benefits from the WBL position as a leading provider of WBL opportunities Programme outcomes The programme offers opportunities for students to achieve and demonstrate the following learning outcomes. Learning outcomes describe what students should know and be able to do if they make full use of the opportunities for learning provided in the programme. Each award listed in section 4 above requires the assessment of learning outcomes at appropriate academic levels. Different learning outcomes are assessed in different modules, as shown in annex 1 and illustrated below. The academic level of each module is indicated by the first digit of its code, for example, WBS 2812 Planning work-based learning is an HE level-2 module (NQF level 5), WBS 4835 Work-based research methods is an HE level-4 module (NQF level 7).

A Knowledge and understanding

The subject studied, leading to an increase in knowledge and understanding, is the student’s own work-based learning.

A1 Students will be able to identify sources of knowledge and evidence and use them appropriately

At level 1: identification and appropriate use of sources of knowledge and evidence will be within a very familiar context

At level 2: identification and appropriate use of sources of knowledge and evidence may be within a familiar context but will be largely self-directed

At level 3: identification and appropriate use of sources of knowledge and evidence will be wide-ranging and critical

At level 4: identification and appropriate use of sources of knowledge and evidence will be wide ranging, critical and often innovative

A2 Students will be able to select and justify approaches to task

At level 1: selection and justification of approaches to task will often show little or no consideration of alternative approaches

At level 2: selection and justification of approaches to task/problem will often be self-directed and involve recognition of a range of options from which a justified selection is made

At level 3: selection and justification of approaches to task/problem will be self-directed and involve recognition, articulation and critical evaluation of a range of options from which a justified selection is made

At level 4: selection and justification of approaches to task/problem will be self-directed and involve recognition, articulation and critical evaluation of a range of options from which a justified selection based upon a reasoned methodology is made

A3 Students will have gained ethical understanding

At level 1: ethical understanding is likely to be context specific and may sometimes be limited to knowledge and application of a prescribed code

At level 2: ethical understanding is likely to be context specific, where applicable prescribed codes will be understood and routinely applied

Institute for Work Based Learning, Middlesex University © 2009 15

11.

Example of A2: Bachelor degree students undertake a level-2 module entitled Recognition and accreditation of learning (WBS 2803) in which they can claim academic credit for learning from experience. On completion, students will be able to justify the choices they made in the task of developing a portfolio and selecting evidence for it.

This is necessarily a self-directed task, since the content of the portfolio is the students’ own learning.

Learning and teaching We have a blended learning and teaching approach in line with the University's LTA strategy www.mdx.ac.uk/aboutus/docs/teachstrat.pdf

Feedback on drafts of work from the student’s programme adviser in person, via email, webcam, Oasisplus; tutor-led seminars used for discussion and small groupwork;

self-directed learning facilitated by handbooks.

Assessment Assessment criteria for WBL programmes are linked to learning outcomes, in line with the University's LTA strategy.

The learning outcome ‘knowledge and understanding’ is assessed via:

• essay (WBS 2803/4802, WBS 4835); portfolio (WBS 2803/4802)

• negotiated learning agreement (WBS 2812/4811, WBS 3002)

• project proposal (WBS 3835/4835/4825)

• project report (project modules)

• oral presentation of project (final project modules)

B Cognitive (thinking) skills

In addition to the distinctive subject matter of the student’s own work-based learning, students also demonstrate generic intellectual capabilities on completion of their programme.

B1 Students will be able to analyse and synthesise information and ideas

At level 1: analysis will often be partial, synthesis and evaluation of information and ideas is likely to be limited

At level 2: analysis and synthesis of information and ideas is likely to be partial but will be sufficient to indicate further areas for development

At level 3: analysis and synthesis of information and ideas will be sufficient to make judgements and derive principles to guide further action

At level 4: analysis and synthesis of information and ideas will result in the creation of knowledge of significance to others

B2 Students will be able to engage in self-appraisal/reflection on practice

At level 1: self-appraisal/reflection on practice will be evident but may not be fully developed

At level 2: self-appraisal/reflection on practice will lead to significant insights although these may not be fully developed

At level 3: self-appraisal/reflection on practice will lead to significant insights impacting upon personal and professional development

At level 4: self-appraisal/reflection on practice will lead to significant insights which are likely to make a lasting impact upon personal and professional understanding

16 Institute for Work Based Learning, Middlesex University © 2009

11.

B3 Students will be able to undertake action-planning leading to effective and appropriate action

At level 1: action planning leading to effective and appropriate action will tend to be in a prescribed context and probably not impact greatly upon others.

At level 2: action planning leading to effective and appropriate action will tend to be in a prescribed context but may involve the work of others.

At level 3: action planning leading to effective and appropriate action is likely to be complex and impact upon the work of others

At level 4: action planning leading to effective and appropriate action will be complex and is likely to impact upon the work of others

B4 Students will be able to evaluate information and ideas

At level 1: evaluation of information used to plan and develop practice within a familiar context

At level 2: evaluation of information involves recognition of alternatives in practice within a well-defined context

At level 3: evaluation of information and ideas involves critical appraisal and justification of alternative strategies within a range of contexts

At level 4: independent and critical evaluation/argument of a position concerning alternative approaches; can justify evaluations as constituting bases for improvements in practice

Example of B1: Masters students undertake a level-4 module entitled 'Research methods'

(WBS 4835) in which they learn about a range of methods suitable for work-based research and develop a proposal for work-based project. On completion, they will be able to critically evaluate a range of methods and, on the basis of this, develop a proposal for a project intended to have a significant impact on their workplace/organisation

Learning and teaching We have a blended learning and teaching approach in line with the University's LTA strategy www.mdx.ac.uk/aboutus/docs/teachstrat.pdf

Feedback on drafts of work from the student’s programme adviser in person, via email, webcam, Oasisplus; tutor-led seminars used for discussion and small groupwork;

self-directed learning facilitated by handbooks.

Assessment Assessment criteria for WBL programmes are linked to learning outcomes, in line with the University’s LTA strategy. The learning outcome ‘knowledge and understanding’ is assessed via:

• essay (WBS 2803/4802, WBS 4835)

• portfolio (WBS 2803/4802)

• negotiated learning agreement (WBS 2812/4811, WBS 3002)

• project proposal (WBS 3835/4835/4825)

• project report (project modules)

• oral presentation of project (final project modules)

C Practical skills In addition to the distinctive subject matter of the student’s own work-based learning, students also demonstrate generic skills in the area of professional practice on completion of their programme.

C1 Students will be able to apply their learning

At level 1: application of learning is likely to be highly context-specific

At level 2: application of learning beyond a specific context

At level 3: application of learning in a number of contexts

At level 4: application of learning will transcend specific contexts

Institute for Work Based Learning, Middlesex University © 2009 17

11.

C2 Students will be able to use resources effectively

At level 1: effective use of resources will be limited to familiar context

At level 2: effective use of resources will normally be limited to familiar context but will be largely self-directed

At level 3: effective use of resources will be wide ranging

At level 4: effective use of resources will be wide ranging and is likely to impact upon the work of others

C3 Students will be able to communicate effectively

At level 1: effective communication but may be limited in context

At level 2: effective communication both in writing and orally

At level 3: effective communication both in writing and orally will be clear, concise and persuasive

At level 4: effective communication both in writing and orally will be in an appropriate format to appeal to a particular target audience and will be clear, concise and persuasive

C4 Students will be able to work and learn autonomously and with others

At level 1: working and learning autonomously and with others will often be in a familiar context and not challenge or develop beliefs/practices of others

At level 2: working and learning autonomously and with others will often be in a familiar context and may challenge or develop practices of others

At level 3: working and learning autonomously and with others may span a range of contexts and is likely to challenge or develop the practices of others

At level 4: working and learning autonomously and with others will span a range of contexts, often in a leadership role, and is likely to challenge or develop the practices and /or beliefs of others

Example of C: All WBS students undertake a work-based project. For bachelor’s degree students, this is at level 3 and for masters degree it is at level 4. On completion, students will have demonstrated the successful use of resources such as relevant literature and insider knowledge of the workplace, with level-4 projects having sufficient scope to affect or influence others in the student's organisation

§ To extend the candidate’s critical capacity, cultural knowledge, understanding and intellectual development.

§ To provide candidates with an invigorating intellectual environment, experienced guidance and the physical facilities to enable them to develop their potential as practitioners

§ To provide graduates with the opportunity to gain postgraduate qualifications.

§ To enrich the intellectual environment of xxxx through the presence of postgraduate students whose involvement in research and practice at a higher level provides inspiration for undergraduates.

§ To enrich the community through the §

2.2. Programme Outcomes
By the end of this programme students will:[d22]

2.3. Outcome Statement
[for use in STEO, NZ Register of Quality Assured Qualifications and other][rh23] The aims of the WBL programme are to: widen access to higher education by: •	Enabling the candidate to capture emergent knowledges in work-based learning through the generation of situated resarch projects produced using relevant  methodological  frameworks •	Apply relevant methodologies in the critical evaluation of work-based practices •	Apply relevant ethical understanding to the generation and completion of a, work-based research project •	offering award tracks from certificate to master level which recognise and accredit the learning achieved by students through work and other life experiences •	form productive relationships with employers in the development of and the completion of a contract-based rworkplace  research projects •	building partnerships with employers and organisations which utilise learning from, through and for work •	provide opportunities for students and/or their employers to negotiate programmes of study which are focused upon topics and issues relevant to their workplace •	support robust postgraduate –level independent learning through the generation of methodologically sound critical analysis of work-based practices d •	select from a range of possible choices the most relevant methdologies in the generation and subsequent evaluation of a work-based research project •	develop and support students in becoming autonomous learners, capable of: •	managing and critically evaluating their learning •	undertaking work-based projects which meet both their own needs and those of others eg employers/sponsors/ organisations •

3. GRADUATE PROFILE[rh24]
The standard of the MPP is that expected of a candidate who has engaged in workbased learning, related to related to professional change and/or professional development. The candidate is expected to produce a substantive project report and to orally present and defend the report.

The candidate must have demonstrated:

- a systematic understanding of knowledge, and a critical awareness of current issues, much of which is at or informed by the forefront of their area of professional practice

- research and development capability and project management skills applicable to the professional area of their study

- conceptual understanding that enables the candidate to evaluate:


 * critically, current professional knowledge in their area of study
 * methodologies and develop critiques of them and, where appropriate, to propose new approaches.

StudentsInstitute for Work Based Learning, Middlesex University © 2009 5

from this programme will graduate with knowledge of / the ability to / competence in:

· Demonstrate mastery of a broad personal or formal knowledge base relating to work;

· Develop and evaluate concepts, theories and models that apply to work;

· Show through your projects the application of new ideas and theories;

· Develop innovative responses in complex and unpredictable situations;

· Manage dilemmas and value-conflicts and find ways forward in problematic situations;

· Consider issues beyond the immediate area of practice, and take a critical approach to the thinking and assumptions that are being used;

· Design and make use of methodologically sound research that contributes to your work and your organization‟s business.

4.1. Title of the Programme
The title of the programme is appropriate.

Title: Masters of Professional Practice

Abbreviation: MPP

This is a 2 year [full-time / 4 yr part time programme.

4.2 Relationship with Treaty of Waitangi/ Engagement with Kai Tahu
G27] Consultation for this programme has included the following process and outcomes:

4.3. Learning and Teaching Strategies
Overview: [rh28] The learning and teaching strategies to be used within this programme are:


 * Directed learning[G29]
 * Work Based Learning[G30]
 * Self-directed learning[G31]

4.4. Assessment Philosophy, Rationale and Strategy
Assessment Candidates must be able to demonstrate how their project work will enhance the knowledge base of their organisation. The outcome will include the publication of some of your project work in the form of a written report and a presentation. Assessment in this programme will      reflect the learner’s ability critically to evaluate the work-place and its wider contexts in the production of a sustained body of work. The body of work will draw on relevant methodologies and assessment will bedesisue crtitera relevant to that final design. Assessments in these postgraduate programmes are normative. Level 8 Course outlines provide details of assessment requirements, processes and marking criteria. Level 9 course outlines indicate the criteria for assessment. Assessment criteria reflect the learning outcomes for postgraduate work. While they are based on the paramerts developed by Bloom and the subsequent re-evallaution of his criteria, they will be used in an individualised fashin for each project. These focus around the production of a sustained body of work that shows a discriminating use of appropriate methodologies in the development of a robust research design that demonstrates the application of appropriate and specific theories and ideas to a defined and relevant context. The completed project should demonstrate the synthesis of researched material, theory and practice, in its presentation and the careful evaluation of that material. It should justify both its initial research question and its conclusions in an extended analysis of the project as a whole. Assessment Criteria Knowledge: involves locating and identifying material appropriate to the topic of study, whether it is specific information, ideas, skills, methods, processes or theories; and demonstrating an in-depth understanding of what the material means, by using, explaining or summarising it and showing what the consequences may be. Application: using learned material in new and concrete situations; this may include the application of such things as skills, methods, processes, concepts, principles, and theories. Analysis: breaking down the material under study; this involves identifying each part and explaining how and why these make a whole; this can be demonstrated by discussing, comparing, and contrasting the relationships between the parts and their relationships to the whole; this process requires an understanding of both the content and the structural form of the material. Evaluation: judging the value of the material for a given purpose, for example, judging the value of a skill, method, process, statement, art work, interpretation, argument, theory, or research method; the judgements are to be based on definite criteria, which may be internal criteria (organisation) or external criteria (relevance to the purpose); and the candidate may determine the criteria and/or be given them. Synthesis: combining parts to form a new whole or coherent body of writing and studio work that expands or redefines existing knowledge; for example, producing a plan of operations (research proposal), or an effective communication with a sustained argument (dissertation); or new or redefined structures and understandings in writing and in creative studio work professionally documented, displayed and orally discussed.

4.5. Structure of the Programme [rh33]
The structure of the programme is appropriate to the aim, content and learner needs.

The compulsory and elective combination of components is consistent with the aim of the programme.

The combination of components makes a coherent programme.

4.5.1.Programme Structure
[G34] Over all structure will be in three phases.


 * 1) Phase 1: Reflection and Planning. 30credits. This process is to enable the identification of individual pathways planning and assessment of individual strengths and areas requiring support.
 * 2) Phase 2: Learning Development Plan.90 Credits. This phase will identify the overall area of professional practice and develop a personal development plan (PDP) needed to equip the student with the range of skills and methods needed to successfully undertake the WBL project(s). This may include specific taught courses from across a range of courses available. In this phase students will engage in core subjects to develop critical analysis skills, either qualitative or quantitative research methods appropriate to their PDP, and academic writing / report writing to a sufficient level to ensure students can complete written project work to a Masters Degree standard.
 * 3) Phase 3: The work based learning project(s)120 Credits. In this phase students will be supported by academic and business mentors to complete significant projects in their area or work.

Assessments will be based on the outcomes delivered at each phase.

4.5.3.Teaching and Learning Framework
Building capability through “Inspiring Capability” The essence of our educational mission is “Inspiring Capability” – at Otago Polytechnic, through our programmes of learning, our explicit purpose is to build the capability of our learners, and in turn the capability of the communities which we serve. This is done through a focus on learning and a single mindedness in applying theory to practice, wherever possible in the context of real world practical experiences. We are preparing our learners to be capable practitioners who will not only have specialised knowledge and (technical) skill but also a range of personal qualities that enable them to be effective – to perform in their chosen vocational area. At Otago Polytechnic we develop our learners so that they may be “creatively capable” – so that they are open to new ways of thinking and acting, and can bring innovative solutions to the problems which they might face in practice and life. The personal qualities underpinning capability Graduates will have the following attributes, consistent with this field of study and level of qualification. They will be -

Core Capabilities

How this will be achieved in this qualification:


 * Competent and skilful communicators


 * Creatively Capable


 * Creative Thinkers


 * Effective Problem solvers


 * Literate and numerate, and information and digitally literate


 * Personally Effective
 * Self aware
 * Adaptable
 * Reflective
 * Work effectively with others, valuing diversity
 * Self manage
 * Accept responsibility
 * Provide leadership


 * Ethically and Socially Responsible


 * Autonomous Learning


 * Able to practise safely

4.6.1
The Masters of Professional Practice involves candidtes in a research project that integrates empirical research methodologies appropriate to contextualised workplace discovery. Students will be given guidance on the development and approval of research projects through Criteria and procedures for the appointment of appropriately qualified and experienced supervisors include Mechanisms for ethical consideration of student research projects.

4.6.2 Research Aims:
Developing competence in research skills culminating in a thesis and/or other evidence that demonstrates an ability to work independently; establish and utilize appropriate methodologies, evidence depth of knowledge and analysis that :


 * Identifies the appropriate research methodologies as a learning tool to achieve research objectives
 * Makes an authentic contribution of new knowledge and practice that extends, advances and/or redefines the nominated field of practice
 * Demonstrates professionalism in the preparation and presentation
 * Evidences expertise through documentation of the results of the thesis research
 * Corroborates the documentation in an oral presentation of the research findings
 * Assimilates the findings and/or new knowledge so that it can be implemented into workplace practice

4.8.Occupational Safety and Health
Programme Specific Risks Including Physical and Emotional Risks [ahill37] Risk Management Procedures [ahill38]

4.9. Transition Arrangements
Current students will not be affected by the revision of this programme. Current students will be affected by the revision of this programme and transition arrangements will include: As this is a new programme, there are no transition arrangements required.[rh39]

5.1. Programme Ownership
The programme is owned and managed by a clearly identified organisation.

This programme is owned and managed by Otago Polytechnic[Glenice M40].

5.2. Off-site Practical/Work Based Components[rh41]
There are arrangements for ensuring that any off-site practical/work-based components are fully integrated into the relevant programmes.

5.2.1. Work Based Components
In this programme, off-site practical / work-based components are incorporated through [rh42] Offsite work-based / practical experiences will comply with Otago Polytechnic safety requirements and requirements for contracts with employers. See Appendix.

5.2.2. Approval of Sites
Workplace sites are approved as suitable for the programme by using workplace selection criteria. See Appendix .[rh43] The evaluation of the workplace site is undertaken by

6.1.Length of the Programme
The length of the programme is clearly defined and appropriate. year/s full-time – 34 teaching weeks, 8 holiday weeks, gross weeks 42[rh44] per year. Typical weekly directed learning hours: [rh45] Maximum/minimum timeframes for completion of programme:

6.2. Variations to Otago Polytechnic expectations
Entry requirements

Selection Process

Provisional Entry

YES / NO

Variation:

Enquiries, Applications, Category

Grade Table

Assessment

Assessment in Te Reo

Recognition of Prior Learning

Feedback to Students

Unspecified Credit

Reassessments/Resits

Resubmissions

Attendance Requirements

Progression

Specials

Awarding Merit and Distinction[d46]

Programme completion

Certification

Award Annotation

Award Specification

Student Results

6.3. Advanced Standing[G47]
Advanced standing applies in this programme where an RPL applicant has been assessed for courses, qualifications and/or an APEL process in which the outcomes equate to at least 60 credits towards an Otago Polytechnic qualification and enables a student to enter the programme at an advanced level. The rules for Advanced Standing are

6.4. Certification
The title and nomenclature of the programme accord with NZQA’s interpretation.

6.4.1. Awards[Glenice M48]
To be awarded the, students must successfully complete

See Appendix for National Qualification outline

Summary of Credits
[Glenice M49]

NQF Credit

OP Credit

Total Credit

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

TOTAL

To be awarded the with merit students must [Anna Hill50]

To be awarded the with distinction, students must

7.1.Course Outline
Reflection and Planning

SMS Code

As per target qualification – refer to programme schedule

NQF Unit standards assessed in this course: N/A This course approved in another Programme No

Aims The course aims to provide an experienced practitioner the opportunity to reflect upon and critically explore and analyse key learning experiences, from their previous education or working life. The practitioner will analyse the impact of their education and practices, to align their learning with the outcomes necessary to prepare for further study at postgraduate diploma and masters level. Learning Outcomes At the successful completion of this course, students will be able to:


 * 1) Critically analyse key elements from previous learning and/or their workplace learning that will impact on their readiness to study at a post graduate level;
 * 2) Identify and critically analyse their past educational experience and /or workplace/s and the impact of those influences on their responsibilities;
 * 3) Identify and critique their learning and the process used in creating opportunities for development and change;
 * 4) Critically analyse the effectiveness of the chosen actions;
 * 5) Demonstrate evidenced based abilities to generate solutions to a range of problems that may be complex and /or have a greater degree of uncertainty attached to them;
 * 6) Reflect critically upon their role in enabling change to happen, in decision making, and working with others within a framework of ethical practice;
 * 7) Identify areas where additional learning may be required in order to support postgraduate study

Indicative Content Facilitation sessions which may include workshops, group work, individual sessions and discovery learning modes that are aimed at enabling candidates to meet the specific learning outcomes identified. This may include - : Exploration projects based on paste educational achievements, workplace learning within one or more organisations Critical thinking processes and engagement with critical reflection action skills sessions supported learning activities that enable the development of advanced skills and knowledge identification and analysis The identification and analysis of influences and impacts on workplace learning environments Activities designed to develop evidence of application and generation of critical thinking for identified skills and knowledge Presentation planning

Assessment Successful completion of the assessment as per the relevant approved Grade Table for the programme. Assessment Activity

Weighting Learning Outcomes Production of Case Study and its presentation to a panel of assessors which provides clear exemplars of key skills and attributes from the learning outcomes.

100% 1, 2, 3, 4, 5, 6, 7

Resources Required:specific resources will be provided

7.2.Course Outline
Title

SMS Code

NQF Unit standards assessed in this course:

This course approved in another Programme Yes / No

Name of other Programme: N/A

Aims[G53]

Learning Outcomes[G54]

At the successful completion of this course, students will be able to:



Indicative Content[G55]



Assessment[G56]

Assessment Activity Weighting Learning Outcomes

Note: Literacy and/or numeracy assessed within current assessment tasks are mapped against Learning Progressions. Resources[G57] Required:

Recommended[G58] :

Appendix 1
Initial Scoping Paper

Appendix 2
Otago Polytechnic Expectations for (insert programme type)

Appendix 3
Resource Verification

Appendix 4
Stakeholder Support

Appendix 5
Consultation Log

Appendix 6
Sample Certificate (only if variation)

Appendix 7
Flexible Learning and Teaching form

Appendix 1:Initial Scoping Paper[G60]

or Appendix 1: Programme Evaluation Report and Action Plan[G61]

Appendix 2: Otago Polytechnic Expectations for (Certificate, Diploma, Degree ……) programmes[G62]

Appendix 3: Resource Verification

Confirmation that resources are available to deliver this programme

Resource Area

Signature

Date

Library Resources This verifies that consultation has taken place with the Library Manager or delegate, and any significant issues resolved. (Programme Developer to sign off) Information Technology Resources This verifies that consultation has taken place with the Chief Information Officer or delegate and that any significant IT resource issues have been resolved. (Programme Developer to sign off) Financial Resources and Equipment This verifies that the required financial resources and relevant equipment are available for delivery of the programme as per this development. (Head of School to sign off)

Appendix 4:STAKEHOLDER SUPPORT[rh63]

Appendix 5: CONSULTATION LOG [rh64]

DATE

CONSULTATION WITH WHOM

METHOD OF CONSULTATION

FEEDBACK/POINTS RAISED

ACTION TAKEN

Appendix 6: SAMPLE CERTIFICATE[rh65] (Variation only)

Appendix 7: EDUCATIONAL DEVELOPMENT CENTRE[G66]

The completed AcQual 119 Flexible Learning and Teaching Form must be inserted here.

[AQU1]For Certificate programmes - OTXXXX Certificate in YYY (Level Z); Diploma – OTXXXX Diploma of YYY (Level Z) – usually level 5 or 6; National Certificate - NCXXXX National Certificate in YYY (Level Z); National Diploma – NDXXXX National Diploma in YYY (Level Z); Bachelors Degree – OTXXXX Bachelor of YYY; Graduate Certificate – OTXXXX Graduate Certificate in YYY (Level Z); Graduate Diploma – OTXXXX Graduate Diploma in YYY.

[AQU2]If the document covers more than one qualification, each must be listed.

[G3]Please insert name of Responsible School. Where the academic area is not a school but a department or an academic area such as EDC, please amend accordingly here and throughout the document where appropriate.

[rh4]Insert the length of programme based on its full time equivalency eg 120 credits will be one year full time equivalent but could be offered part-time over 5 semesters.

[rh5]Delete whichever does not apply and insert relevant month and year, and delete the was or will be.

[rh6]Insert the month and year which is 5 years from date of approval.

[J7]Please contact Quality Enhancement Centre for Approvals Database Application number.

[d8]Delete whichever does not apply and insert title/s of programme/s. If the document covers more than one qualification, each must be listed.

[rh9]Copy 1 and ITPQ/NZQA copies must be hard copies. Please indicate if you want any of the other copies to be digital [d10]Insert name of academic area eg School of Nursing; Department of Hospitality and Service Sector Management; Educational Development Centre etc.

[d11]Insert number and delete the agency which does not apply.

NZQA / ITPQ – degrees and postgrad – generally 10 copies if a new qualification or a Category D change. Certificates and diploma docs are generally not required to be sent off-site.

[rh12]For degree programmes only. Delete this line for Certificate and Diploma programmes.

[rh13]Delete whichever heading does not apply to your programme eg it may be more relevant for certificate and diploma programmes to use a Rationale and Background heading. A Philosophy statement will almost always apply to a degree.

[G14]Discuss the broad purpose and nature of the programme, why and how it has been developed. Discuss the overall shape and major themes as well as any work-based delivery and the philosophy/reason behind its inclusion. Discuss any considerations around embedding unit standards in the programme and the decisions made.

[d15]Please refer to the Guidelines which contain statements designed to help you write this section by providing possible starter sentences.

[RH16]Include information as to how consideration of sustainable practices has been incorporated into programme design, philosophy, graduate profile, content, delivery methodologies, etc

[RH17]Include information as to how consideration of internationalisation has been incorporated into and influenced programme design, curriculum, philosophy, etc.

[RH18]Outline how the needs of experienced adult learners has influenced programme design decisions, and how learners who have gained APL can enter the programme. Link with academic regulations on Assessment, including RPL and Advanced Standing. (See also Section 7.3). [RH19]Outline how programme design decisions will impact on foundation learners and how foundation learners can enter the programme. [G20]Outline the learning and teaching strategies to be used in this programme and provide details of discussions with the EDC programme developers.

[AH21]Briefly state the overall ideal aim of the programme. Examples are available in the Guidelines. [d22]The Learning Outcomes of the programme should expand the Aim and relate to the Graduate Profile (see 3.2) as well as the Learning Outcomes and Content of individual courses. It is suggested that you use bullet points.

NOTE: Specific Learning Outcomes are more likely to be in the Course Outlines (Section 5).

[rh23]Write a summary of the above outcomes, using sentences rather than bullet points. This text will be used for the Otago Polytechnic, STEO and Kiwiquals websites.Limit 2000 characters.

[rh24]Include statements that consider Internationalisation, sustainable practices. Multi year programmes are required to have graduate profiles for each year.

[rh25]Insert full and correct title of programme

[rh26]Follow rules set out in AcQual 210

[G27]Programme developers must consider and comment on how this programme meets Treaty obligations and what professional development is taking place to ensure that lecturers are meeting these obligations. Please contact EDC re training in this area.

[rh28]Please provide an overview statement outlining the underpinning learning and teaching philosophy and a general rationale behind your selection of strategies and methods, with particular reference to the Learner Profile. Please include rationale regarding choice of strategies such as face-to-face, on-line (supported and self-directed), blended, distance, flexible, part-time, weekend, block courses, summer schools and how this enables the students to meet the learning outcomes of the programme.

[G29]Outline details of how a student will engage with learning resources and/or activities. Incorporate any face to face teaching such as lectures, tutorials, clinical laboratories, workshops/practical sessions on campus and required learning through activities such as discussion board, online tutorials, co-operative learning, audio conferencing, video conferencing.

[G30]Outline details of how a student will be involved in practical learning in a workplace or clinical setting or in completing practical projects. This may include project work or research in a workplace or clinical setting. Workplace/practical/clinical are likely to be supervised, depending on the course, but may also involve buddying with a colleague or undertaking professional practice to support or provide opportunities for learning. Where supervision takes place this is most likely to be provided by a person from the workplace or clinical setting with oversight from a polytechnic lecturer – please provide details of this supervision or oversight.

[G31]Outline details of the self-directed study hours - the time a student is expected to spend engaging with learning resources, learning activities and assessments. This may occasionally involve a lecturer/tutor as they could include a student seeking help through a one-on-one tutorial with a lecturer or they might involve a student choosing to explore a particular area as an adjunct to the directed learning.

[rh32]Add your own statements here, indicating clearly the general assessment philosophy for the programme and why that philosophy applies. Assessment philosophy will relate clearly to the overall programme philosophy and the aims, graduate profile and learning outcomes of the programme.

[rh33]It is important that this section demonstrates the programme’s coherency [G34]Provide details of the overall structure of the programme and show how the component parts fit together to meet the aims and learning outcomes of the programme. Clearly show each year separately for multi year programmes. Indicate also how any off-site components (work or clinical experience) are integrated into the structure of the programme.

Clearly indicate the sequence/progression of courses within the programme indicating any pre-requisites. [rh35]This section relates to student research as a learning /teaching tool.

Certificate and Diploma programmes: - please indicate action research methods appropriate to level of programme.

Degree, graduate and post graduate programmes: - please provide detail on how student research will be facilitated, supported and managed [G36]This statement applies at programme/qualification level and relates to any major differences in the structure of the programme.Use this section to record any external requirements of professional bodies which mean the programme varies from what OP might expect eg Nursing Council Competencies requirements.

[ahill37]List the programme specific risks across the programme. This may include physical or emotional risks, and include activities such as off-site visits and outdoor activities.

[ahill38]Indicate how these risks are managed.

[rh39]Please delete the sentence that does not apply.

If current students are affected by changes to the programme, please include details of transition arrangements (particularly if programme is longer than one year); and for past students who may wish to obtain this qualification. A transition plan may be appropriate. Ensure the programme schedule in Section 12 reflects these transition arrangements.

[Glenice M40]Include details of any contractual arrangements with another party regarding ownership of the programme.

[rh41]This section is designed to ensure that off-site experiences are well managed and that any practical, field-based or work-based components including clinical experience which are based away from the delivery site are fully integrated into the programme, and that any such off-site delivery does not place students or the public at risk (emotional or physical).

[rh42]Briefly outline the components that take place off-site, including clinical/work experience, visits, observations, outdoor activities etc.

Explain how the off-site components are integrated into the curriculum and how these experiences are managed including how health and safety issues are addressed.

Provide full details of the formal arrangements for any clinical/work experience. Copies of the documentation used should be attached as appendices. If no off-site practical/work based components, please insert N/A.

[rh43]All workplace sites used to deliver and/or assess student learning should be approved as suitable to ensure student safety and to ensure that students are able to meet all assessments requirements. Please insert as an appendix, a list of the criteria used to approve these sites and a list of placements used

[rh44]The standard number of teaching weeks is 34 for certificate programmes and 32 for diplomas and degrees. Identify the full length if you have a formally approved variation to the standard length. Totals should be consistent with Section 10 (Course Outlines). Please contact Quality Enhancement Centre if you would like some help with this

[rh45]Please refer to the Table outlining Directed Hours and Self Directed hours for guidance. This is available on the Qulaity Enhancement Centre's intranet site on Insite.

[d46]Please state “not awarded” if Merit and Distinction is not available. If it is available, please indicate either “as per OP expectations” or “see section XXX below for details”.

[G47]For all programmes. Alter, expand and complete the advanced standing statements as appropriate for this qualification.

[Glenice M48]List each award separately including a outline of credits for each award. Awards must be the same as listed under Section

7.2.1. Include details of transition arrangements for students who may be part-way through the previous qualification.

[Glenice M49]Insert name of qualification

[Anna Hill50]Delete these references to merit and distinction if you are not offering them. And replace them with the statement “Merit and Distinction are not awarded for this programme.”

[Glenice M51]Course outlines are required for all local courses, and for courses where a number of unit standards/papers are combined. If the programme is disaggregated to NQF unit standards only, no local course outlines are required. Each course outline should begin on a new page and use the same format. The format can be copied onto new pages. If you require help, please contact Quality Enhancement Centre.

[G52]Insert full title of the course

[G53]Identify the main Aim/s of this course – Aims should link with the Graduate Profile and Programme Learning outcomes [G54] List and number the learning outcomes for this course, making sure that each outcome is measurable and that collectively they reflect the Aims and level of the course. All learning outcomes will be assessed. Include literacy and numeracy learning outcomes separately. [G55] Content should indicate the context for engaging with learning outcomes and provide sufficient information for a lecturer to create a scheme of work from which to teach.

[G56]Assessment Activities should enable the achievement of the learning outcomes, and should relate to the programme’s assessment strategies. Weighting for each assessment activity must be included, and the number of each of the learning outcomes measured. To avoid over-assessment, please work towards one assessment per course.

[G57]Only include the required resources where these are essential for students to be able to successfully complete this course; and where a lecturer needs the information to be able to effectively deliver the course.

[G58]This heading is optional and can be removed if not applicable to the programme. Only include where a lecturer needs the information to be able to effectively deliver the course.

[Glenice M59]The following list indicates required appendices, some may not be appropriate to this programme in which case they should be deleted. Any others should be added to the list and included.

[G60]New programmes are required to insert a copy of the Initial Scoping Paper which was approved through Leadership Team. Delete the heading for Programme Evaluation Report and Action Plan.

[G61]Revised programmes are required to insert a copy of the Programme Evaluation Report and Action Plan from the previous (or same) year. This should clearly indicate the reasons for the revision, what needs to be included, and details of the approved action plan. For revised programmes, please remove the first Appendix 1 heading.

[G62]Insert the relevant high level expectations document aligning with the type of qualification.

[rh63]Insert extracts from minutes of meetings eg PEAC meetings, and any other relevant records eg discussions, research, questionnaires, letters etc.

[rh64]Keep a Log during the consultation process and include all consultation activities.

[rh65]Contact Suzanne Thornton, Graphic Designer, at ext 8044.

[G66]Contact Terry Marler to discuss the flexible learning and teaching requirements for the programme.