Senior Lecturer

Education - UH-000556

All 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. Full time home applicants should meet the entry requirements stipulated by the University, and School.
 
They should also;
 
Year one entry requirements or international equivalent
 Passes in five subjects at GCE/GCSE which must include two subjects at Advanced Level (Must not include an Advanced Subsidiary GCE in the same subject as an Advanced GCE)
<ul>
<li>A Scottish Certificate of Education with:</li>
<li>Passes in five subjects, three at Higher Grade or</li>
<li>Passes in four subjects, all at Higher Grade</li>
<li>A National Certificate or Diploma (BTEC)</li>
<li>A European Baccalaureate</li>
<li>An International Baccalaureate</li>
<li>An Access to HE Diploma with at least 45 Level 3 credits achieved at Merit</li>
<li>The Irish Leaving Certificate with Grade H6 or above in four subjects at Higher Level</li>
<li>Be able to demonstrate appropriate personal qualities and attitudes for working with children and families</li>
<li>Undertake DBS and health checks as required</li>
<li>Attend interview as required</li>
</ul>
 
Consideration will be given to students in possession of up to 240 appropriate CATS points for Accreditation of Prior Learning.
 
Candidates who are 21 or over may be considered for entry without meeting the University's general admissions requirements and must demonstrate during interview that they have sufficient general academic skills to be able to undertake the course, together with relevant experience.
 
International students
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.
<a href="http://www.hud.ac.uk/international/enquirer/whereareyoufrom/">http://www.hud.ac.uk/international/enquirer/whereareyoufrom/</a> ………. (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:
<a href="http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/">http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/</a>
 
APEL
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.

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-000556 - Education

Foundation Core

Foundation Level

Intermediate Core

Intermediate Compulsory

Intermediate Optional

Intermediate Level

Honours Optional

Honours Core

Honours Level

Structure

Diploma of Higher Education

Certificate of Higher Education

Demonstrate effective skills for the design, delivery and evaluation of business enterprise within a specific educational context 

Understand key concepts and theories associated with a range of educational practices / contexts, including moral, sociological, psychological and philosophical underpinnings and issues of social justice 

Understand essential stages in identifying, designing, delivering and evaluating education within different contexts

Understand theories and factors influencing a range of educational contexts. Use this knowledge to theoretically analyse different educational contexts

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

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

Interprets and presents relevant numerical information as part of data analysis

Understand key approaches, strategies and methodologies for conducting research, in line with ethical practice

Analyse complex issues related to political, economic, social, cultural and intercultural educational contexts

Will know and understand the main learning theories and concepts related to motivation and learning styles within a range of education contexts 

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

Develop critical arguments for analysing improvements to a range of educational contexts and practices

Understand key principles in the organisation and management of education, including safeguarding and child protection issues, procedures and legislation

Critical analysis of primary and secondary data relevant to own research

Undertake an investigative project that will develop and enhance an educational organisation 

Understand the complex interactions between education and its contexts and relationships with other subjects and professions

Make relevant and coherent responses, both verbally and written

Formulate recommendations for overcoming a specific problem investigated by empirical research, including desk based research.

Critically analyse information from a variety of sources, identifying strengths and weaknesses in arguments and opinions

Understands the importance of business enterprise within education for individuals and organisations in a global context

Plan and carry out a relevant investigative project

Systematically analyse relevant theories and their application to different education contexts 

Work effectively as an individual and as part of a team, develop inter-personal and team work skills

Apply theory to practice in a range of educational contexts

Understands and accurately uses the University referencing system and can construct an accurate bibliography

Understand the importance of ethical practices, including awareness of issues in relation to rights, diversity, equity and inclusion in a range of education contexts

Synthesis of relevant data for a specific problem

Accommodates new ideas and the provision of well-argued conclusions relating to issues such as the impact of globalisation on a range of education systems, social justice, sustainable development and social inclusion

Apply knowledge and understanding of theory to problem solving

Evaluate the effect of contemporary issues within a range of educational contexts

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:
Annual Staff Appraisals
Peer observation of teaching
Staff are required to attain appropriate higher degrees
Updating professional and (IT) computing developments
All staff must attain HE Academy membership
Research and scholarly activity

UH-000556

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.

The course complies with disability legislation arising from the Equality Act 2010 and the Special Educational Needs and Disability Code of Practice 2015
The principal features of the support for students are as follows:
<ul>
<li>International students will start their time at the university with a ‘Welcome Week’ organised by the International Office <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a>. 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 courses will begin with a week-long induction programme. 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 explanation of the Personal Development Planning process; an introduction to the University’s VLE and a guide to Computing and Library services; and an introduction to the student services gateway.</li>
<li>The University of Huddersfield International Office provides year round support and guidance for students from over 130 countries, covering a wide range of issues, including immigration, enrolment, and finance and generally supporting transitions to life in the UK and University. The international office also supports a wide number of student societies and overseas events and festivals accessible to all students <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a></li>
<li>International students will be further supported by the School’s International Student Barometer Action Plan, which provides a comprehensive overview of the support available to international students within the School.</li>
<li>Students will be allocated a Personal Academic Tutor who will maintain an overview of academic progress and refer the student to other university support mechanisms as appropriate. International students will be given support to assist their adjustment to living in a new environment, including support from the international office. Students will have access to the provision of the Directorate of Student Services, which includes the Careers and Employability Service, Well Being and Disability Services, and Faith Centre.</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>Students will have access to email and tutorial support from both Module Tutors and Personal Academic Tutors.</li>
<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>The School also has targeted international Academic Skills Tutor support available to provide academic support to international students.</li>
<li>Students will be able to access advice from a range support available on correct forms of referencing using the University agreed system of referencing</li>
<li>All modules incorporate formative assessment enabling students to receive interim feedback on the quality of their work prior to formal submission.</li>
</ul>