This is line with University guidelines. There is a strong emphasis on action based learning in the workplace and teaching informed by research active academics and practitioners.
A combination of the following learning and teaching methods are used:
- Action Centred Learning
- Work based activities
- Formal lectures and briefings
- Individual and group tutorials
- Seminars and group discussions
- Case study analysis
- Learning diaries
- Directed and independent study, e.g. using on-line materials
As the programme progresses the emphasis shifts from conventional knowledge acquisition to the development of concepts, the exercise of judgement and the application of skills. Delivery styles will reflect this: didactic methods will be used less and participant-centred learning processes will predominate.
Although formal teaching styles will be used where appropriate, the responsibility for learning lies with participants. The role of academic staff will be mainly that of facilitators in the learning process. Participant-centred methods will be used whenever possible. The formal teaching processes will make use of directed study, seminars, group exercises and work-based activities and case studies to inform the learning process.During the induction sessions students will be assisted by the Programme Director/Tutors to form Learning Support Groups comprising 5/6 students. The purpose of such groups will be to enable the students to gain support from one another in matters relating to the programme and exchange information relevant to the learning process. Group members will be encouraged to share work based experiences, explore issues arising from the academic content of the programme, and will work together outside the classroom on group assignments used for formative assessment purposes.
The formation of Learning Support Groups (LSGs) will help to stimulate participation and involvement among students on the programme as peer group learning takes place. Although group work is important, the needs of the individual will not be overlooked and both learning and teaching will be individualised through the mechanism of continuous personal and professional development and interaction with tutors on an individual basis.
The VLE, E-mail and other electronic communication systems facilitate the exchange of information among students and staff. This is accessible externally as well as internally to the University. Special workshops /and or weekend sessions are arranged as the occasion and demand from students arises.
The programme will make use of diagnostic, formative, and summative forms of assessment and will be derived from self, peer, mentor, and/or tutor input. Assignments will usually be focussed on the workplace and where appropriate, case studies and simulated activities will be used to reinforce the academic and theoretical underpinnings delivered on the course. Assignments across all modules are designed so that they meet both the QAA subject benchmarks (see section 25) and the programme's learning outcomes (see section 26).
Assessment will normally take the form of a work related assignment or relevant industry case study will be employed in the assessment of the participants:
Normally a 20 credit module will have an assessment equivalent to:
- Either one 4,000 word individual assignment·
- Or up to four hours of examination, or time constrained assignment, in addition preparation time, including group learning sets, tutorials & student led case study workshops.
(The above is provided as guidance only)
All modules must be successfully completed in order to gain the DMS qualification.
The philosophy of the DMS has a strong emphasis on professionalism. It is the expectation that students will attend all lectures at Shrewsbury unless they have made suitable arrangements with the programme leader.
Students will also be expected to honour obligations to other students and staff when engaged in group work or work placements. Non-compliance may result in students being withdrawn from the programme.
Subject Assessment, Examination and Awards Boards
Assessment, Examination and Awards Boards will be held throughout the year to ensure that students progress in a timely manner. It is envisaged that this frequency will also enhance the student experience of part time students in terms of assessment, notification of results and the opportunity for re-assessment and progression.