Senior Lecturer

Education Human Resource Development and Training Top Up - UH-000796

Applicants must provide evidence that they have passed the appropriate qualifications to undertake the course. The basic criterion will be a person's ability to benefit from the programme, so consideration will be given to holders of alternative recognised degrees or diplomas. 
 
English language competence is required.  General entry criteria for this course are International English Language Test System (IELTS) 6.00 or Test of English as a Foreign Language (TOEFL) 87.  The University’s normal entry criteria apply to all international students.  Details of country-specific entry requirements are available on the home country page of the university’s website. 
http://www.hud.ac.uk/international/enquirer/whereareyoufrom/ ……….. (applicant’s home country)
Students who do not meet that requirement can enrol on a pre-sessional English programme of between 4-48 weeks, depending on their level of English.  Guidance is available on:
http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/
 
All entrants are normally required to hold an equivalent intermediate level qualification (gained by examination). Broadly such qualifications can include:
Higher National Certificate or Diploma (or equivalent);
An initial teaching qualification from a recognised teacher education institution;
Successful completion of a Higher Education qualification with 120 European Credit Transfer System (ECTS) credits (or equivalent).
Admissions will be in accordance with University procedures and policy.

Regulations are outlined in the University Regulations for Awards and Student Handbook of Regulations
http://www2.hud.ac.uk/registry/awards_regulations.php
http://www2.hud.ac.uk/registry/students_handbook.php
 
Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee. An External Examiner is currently in place and is appointed to monitor academic achievements across the course.
The role of the External Examiner is to  monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000796 - Education Human Resource Development and Training Top Up

Honours Optional

Honours Core

Honours Level

Structure

Critical reflection on current professional practices in a specific international context

Understand key approaches, strategies and methods for conducting research

Understand the importance of education and training for individuals and organisations in a global context

Synthesis of relevant data for a specific problem

Understand importance of ethical practices in education and training in different global contexts 

Evaluate relevant theories and their application to the management and organisation of education and training in particular international contexts

Understand learning theories and concepts related to motivation and learning styles

Critical analysis of primary and secondary data relevant to own research

Apply knowledge and understanding of theory to problem solving

Understand key concepts in education and training 

Communicate effectively with a variety of audiences using speech, writing and teaching/training technology 

Justify the choice of research methods and their application to a specific research problem

Understand essential stages in identifying, designing, delivering and evaluating education and training

Undertake an investigative project in a specific global context that will improve, enhance and develop the organisation and/or education or training offered.

Develop inter-personal and team work skills

Analyse complex issues related to education and training in specific political, economic, social and cultural contexts

Formulate recommendations for overcoming a specific problem investigated by empirical research 

Application of appropriate technology for the design and delivery of education and training 

Plan and carry out a relevant investigative project 

Critically analyse information from a variety of sources

Critical comparison of education and human resource development approaches in different countries

Justify reliability, validity and ethical considerations in a planned research project

Understand factors influencing educational and training policies and practices in a global context

Understand key principles in the organisation and management of education and training

Demonstrate effective skills for the design, delivery and evaluation of teaching and training in a specific international context 

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Module Leader’s reports</li>
<li>Moderation events</li>
<li>Annual course evaluation prepared by the Course Leader, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report</li>
<li>School Teaching and Learning Committee</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject review/revalidation</li>
</ul>
 
Committees with responsibility for monitoring and evaluating quality and standards:
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School Board</li>
<li>School Teaching and Learning Committee</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board</li>
<li>School Accreditation and Validation Panel</li>
<li>Annual Evaluation Committee</li>
</ul>
 
Mechanisms for gaining student feedback on the quality of teaching and their learning experience:
Feedback is obtained from students through module evaluations, and course evaluation at the end of each academic year. Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.
 
Staff Development:
<ul>
<li>Annual Staff Appraisals</li>
<li>Peer observation of teaching</li>
<li>Staff are encouraged to attain appropriate higher degrees</li>
<li>Updating professional and (IT) computing developments</li>
<li>All staff encouraged to attain HE Academy membership</li>
<li>Research and scholarly activity</li>
</ul>

UH-000796

Please note:  This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

<ul>
<li>International students will start their time at the university with a ‘Welcome Week’ organised by the International Office. Students will be introduced to the town of Huddersfield, the university campus and facilities, and have opportunities to meet other students and share sports, leisure and social events. </li>
<li>The course will begin with a week-long induction programme. In particular this will include: an overview of the course; an introduction to study skills; an introduction to academic writing skills and expectations regarding academic conduct; an introduction to the University’s VLE UniLearn and a guide to Computing and Library services. It will also include an explanation of the Personal Development Planning process. </li>
<li>At the beginning of the programme, students will be allocated a personal tutor who will offer pastoral support, academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the student to other university support mechanisms as appropriate. International students will be given support by their personal tutor to assist their adjustment to living in a new environment. </li>
<li>Attention will be paid to any specific academic needs of international students in order to assist their transition to UK academic assessment methods and requirements. This support and guidance will be provided by module tutors and the Academic Skills Tutor in the School in order to assist students to develop any new study skills that may be needed. </li>
<li>Students will be provided with a Student Handbook which contains inter alia information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments. </li>
<li>Throughout the programme students will have access to email and tutorial support from both module tutors and personal tutors.</li>
</ul>
<ul>
<li>The Academic Skills Tutor within the School will be available to provide academic support in a range of contexts including: support for dyslexic students; support for mature students who are returning to study; support for international students adjusting to UK academic requirements; tutorials for all students covering generic academic skills; and academic writing skills workshops. </li>
<li>All modules incorporate formative assessment enabling students to receive interim feedback on the quality of their work prior to formal submission. </li>
<li>Module tutors provide academic advice and support to students on issues relating to the modules which they teach.</li>
</ul>