University of Chester

Programme Specification
Inclusion and Marginalisation MA
2014 - 2015

Master of Arts

Inclusion and Marginalisation

Inclusion and Marginalisation

University of Chester

University of Chester

Chester Riverside Campus

Postgraduate (Taught)

Part-time

Classroom / Laboratory,

3 years part-time, 1 year full-time

6 Years

Variable

NA

X100

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

National Framework for Higher Education Qualifications

NA

PG Awards Assessment Board

Sunday 1st April 2012

The MA in Inclusion and Marginalisation aims to:

  1. Develop knowledge and expertise around the issue of inclusion and marginalisation.
  2. Contextualise learning within selected theoretical frameworks which afford salient platforms for research.
  3. Enable students to generate evidence within areas of marginalisation and inclusion, and to use this evidence to analytically dissect problems and consider meaningful solutions.
  4. Enable students to evaluate changing contexts and the success of initiatives and lessons learned from them.
Programme Learning Outcomes 
  1. Critically engage with theoretical frameworks and literature regarding inclusion and marginalisation.
  2. Critically review policy relating to inclusion and marginalisation and its impact on individuals and groups of people in different contexts.
  3. Make critical use of research evidence in examining practices and behaviours pertinent to marginalised individuals and groups of people in different contexts.
  4. Formulate valid conclusions that link theory to practice.
  5. Think independently about the roles of agencies and professionals working in relation to marginalised individuals and groups of people.
  6. Critically review the ways in which research methodology supports enquiry in relation to marginalised individuals and groups of people.


Knowledge and Understanding

Knowledge and Understanding

  • Critically engaged with theoretical frameworks and literature;
  • Harnessed insights into subject knowledge;
  • Critically reflected on the ways in which research methodology supports professional enquiry;
  • Applied critical considerations when undertaking research;
  • Made effectual use of professional learning to assess impact on practice.


Thinking or Cognitive Skills

Thinking or Cognitive Skills
  • Made critical use of research evidence;
  • Formulated valid conclusions that link theory to practice;
  • Thought independently about essential issues, concepts and ideas.


Practical Skills

Practical Skills
  • Critically reflected upon aspects of professional practice in the light of key theoreticalperspectives;
  • Made effectual use of professional learning to assess impact on practice.


Key Skills
  • Communication;
  • Application of Number
  • Information Literacy and Technology;
  • Improving own Learning and Performance;
  • Working with Others;
  • Problem Solving.


Communication
  • Written to academic standards required at Masters level;
  • Engaged in meaningful debate and critical discussion;
  • Read critically;
  • Synthesised written and oral information;
  • Maintained a learning journal where appropriate.
Application of Number
  • Selected and used appropriate research methodology, methods and applications for data handling.
Information Literacy and Technology
  • Used the University's VLE to access information;
  • Used electronic research skills;
  • Accessed data bases for research and information;
  • Used the University's e portfolio to maintain a professional learning journal, where appropriate.
Improving own Learning and Performance
  • Critically reflected on professional practice;
  • Developed new pedagogical and leadership skills;
  • Used initiative and managed own learning;
  • Made independent use of supervision.
Working with Others
  • Engaged in group presentations and disseminations;
  • Worked with professional colleagues to share ideas, research and good practice.
Problem Solving
  • Generated and applied new knowledge;
  • Analysed complex concepts.


Transferable Professional Skills

Transferable Professional SkillsThe qualities and transferable skills necessary for employment requiring:
  • The exercise of initiative and personal responsibility;
  • Decision-making in complex and unpredictable situations;
  • The independent learning ability required for continuing professional development.

Understanding social and other forms of exclusion, recognising the conditions that result in marginalisation and not accepting as either natural or inexorable the processes that persist in widening the gap between the most vulnerable and the most secure members of society continues to be a national and indeed global imperative.  Government and a range of non-Government agencies and charities have been impelled to address the problems inherent in marginalisation, drawing our attention not simply to the plight of the marginalised and vulnerable, but also to the dangerous implications for society as a whole if these issues are not urgently and substantially resolved.  The current economic climate, particularly within Europe, has intensified difficulties faced by marginalised groups and individuals.  Recessionary pressures, increased levels of unemployment, cuts in funding to services that support those in danger of social exclusion, threaten in many ways to make certain lives increasingly marginal: the potential for inclusion seems ever more fragile.  At the level of local Government this has already been manifested by the diminution of the power of many Local Authorities and consequent inability to maintain previous levels of commitment to meeting the needs of vulnerable sections of their communities. Research and the development of understanding within this area of marginalisation is therefore especially urgent, and it is appropriate for the University of Chester to undertake this research and generate this understanding, where possible with local stakeholders as part of our integral commitment to the broad community within which we are located.The MA Inclusion and Marginalisation is a part time Programme designed primarily for those who work or have an interest in services and organisations that deal with marginalised and vulnerable people. It has become a global expectation that education is a universal right for all children.  In the UK, and in many other countries, this is enshrined in central Government policy.  But what does this mean if for some reason local circumstances make the realisation of this policy difficult, problematic, or perhaps even painful?  What does schooling mean if you are homeless?  What does equality mean if you are poor?  What does free access to healthcare mean if you are mentally ill?  We can imagine that global and national dimensions of rights, policies and beliefs translate without difficulty at the local level, especially for marginalised people.  We can imagine that this translation is managed without difficulty.  We can imagine, but perhaps we can also endeavour to know.  Exploring how we might investigate and understand these different dimensions of experience and meaning, especially at the local level, will be a key preoccupation of study.   The Programme encourages the development of specialist areas of knowledge together with a high level of critical insight about: the problems facing marginalised people; the reactions of others, such as peers and organisations, to marginalised people; and the behaviours and forms of understanding that are produced from these contexts.  Critical insights are developed through the application of theoretical perspectives to specialist areas of knowledge.  The Programme encourages such applications through research undertaken within local contexts, where local refers ordinarily to the region encompassing Chester, but in cases when students are unable to practically undertake research within this area, to the locality where such an undertaking is possible and relevant.    Key themes of the MA Inclusion and Marginalisation are: 

  •  The development of greater knowledge and understanding of inclusion and marginalisation;
  •  The impact of marginalisation on people’s development, experiences and lives;
  •  The critical assessment of policy and practices designed to bring about inclusion;
  •  Wider social, cultural and community issues that are integral to the study of inclusion and marginalisation;
  •  Research methodologies and theoretical perspectives;
  •  The promotion of research supported by the application of theoretical frameworks in the areas of inclusion and marginalisation, often with a particular local focus, as described above. 

 The qualifications offered are in line with QAA (2001), the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ), and are compliant with the Integrated Qualifications Framework for the Schools Workforce. The Programme is at Level 7 of the FHEQ and the IQF. This is a part time Programme. There are four taught modules and one research module. Two of the taught modules attract 20 credits (10 ECTS) through 14 hours of tutor contact time, and the other 2 taught modules attract 40credits (20 ECTS) through 28 hours of tutor contact time through lectures, workshops and seminars within a total of 400 hours of student engagement.  These are compulsory modules for the award of MA in Inclusion and Marginalisation.  The research module is the dissertation and attracts 60 credits (30 ECTS).  This module is also compulsory for the award of MA in Inclusion and Marginalisation.  Modules are constructed in five strands: Marginalisation: Structure, Agency and Society, which attracts 20 credits; Specialist Knowledge in the Stage 1 Options Block, comprised of Marginalisation through Autism, Marginalisation through Language and Communication, and Marginalisation through Personal and Familial Development, each of which attracts 40 credits; Theoretical Perspectives, in the Stage 2 Options Block, comprised of Psychoanalytic Frameworks of Understanding, Ethnography, and Policy, each of which attracts 40 credits; Reading, Writing, Determining Research, which attracts 20 credits; and the Dissertation, which attracts 60 credits. Students have up to six years to complete the MA qualification. An exit award of a Postgraduate Certificate in Marginalisation and Inclusion can be awarded to students who successfully complete 60 credits.  A Postgraduate Diploma in Inclusion and Marginalisation can be awarded to students who successfully complete 120 credits.All 20 credit modules are assessed using Assessment Method A (Assessment Method A, and all other Assessment Methods, are listed below).  All 40 credit modules are assessed in two components, using Assessment Method A for the first component, and one of the other Assessment Methods (B-I) as the module tutor judges appropriate.  All components for all 40 credit modules have an equal weighting. These assessment methods are also specified in the module descriptors.  Assessment Methods B-I reflect the Programme’s commitment to analytically explore and productively engage students in modes of expression that are alternatives to Assessment Method A; these are modes of expression that will be realised in ways that are equally rigorous in their contract with academic criteria at Level 7, defined in Appendix A as Master’s Level Marking Criteria, as Assessment Method A; they will articulate and appropriately exploit challenges to established and often normalised epistemological and other hierarchies which are inherent in some aspects of the subject matter that the Programme critiques and analyses;  their communication will analytically focus on or otherwise critically report and evidence the significance of the contextual nature within which their subject matter is embedded; and they will effectively communicate critical insights about methodologies of research, forms of knowledge and procedures of reporting and investigation that are pertinent to the subject with which they are critically engaged.  All work submitted for Assessment Methods A-I will be judged according to all the criteria at Level 7, defined in Appendix A as Master’s Level Marking Criteria, and will reflect the Programme Aims and Learning Outcomes; marks awarded to all submitted work that is compliant with any of the Assessment Methods available, will typically reflect a level of student engagement with the Programme that is expected and described in the Programme documentation.  Whilst the justification for offering the range of Assessment Methods includes avoiding undue prescription and cogently pursuing opportunities for critique, an example of work submitted for Assessment Method B, is briefly offered to provide some guidance, as possibly including: ethnographic field notes, recordings and images; annotations that detail the context of these notes, recordings and images, together with their specific contextual pertinences; any background data that serves to further contextualise or inform about the forms of knowledge, meanings and relations that might be limited, problematised or construed with regard to field notes, recordings and images; and also a critical commentary about theoretical perspectives that this work might support, challenge or in other ways engage in analysis, supplemented by references and notes that demonstrate critical consideration of other research that is relevant.  This example should not dissuade students in consultation with Module Leaders from producing work for assessment that more radically interrogates positions that emerge from the study of marginalisation and inclusion, such as the nature of identity, intentionality and the culture of agency.  Specific detail and guidance for students about this matter is presented in Module Handbooks, and any questions that emerge should be discussed with Module Leaders.       There is one 60 credit module which is a dissertation.  Modules: 20 CATS  Points Assessment Method A  An essay

  • Total words: 4000-5500 (20 CATS points) (+/- 10%)
  • 100% of the marks will be awarded for the assignment.
  • Where an overall grade of 40% has not been achieved, re-submission will be of the whole assignment using the same title.
Modules: 40 CATS points Assessment Method A An essay 
  • Total words: 4000-5500 (20 CATS points) (+/- 10%)
  • 20 CAT points
  • 50% of the marks will be awarded for this component.
 Plus one of the assessment methods below Assessment Methods B - I
  • 20 CAT points
  • 50% of the marks will be awarded for each component.
Assessment Method B Portfolio of annotated evidence
  • Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)
Assessment Method C Professional log
  • Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)
Assessment Method D Live presentation
  • Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)
Assessment Method E Video presentation
  • Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)
Assessment Method F Podcasts or audio diary
  • Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)
Assessment Method G Report
  • Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)
Assessment Method H Articles fit for publication
  • Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)
Assessment Method I Reflective account
  • Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)
If a student fails this module overall, he/she will be re-assessed in the failed component(s). In addition, any component mark below 20% will be deemed to cause an overall failure and the student will be re-assessed in the component (s) below 20%.Re-assessment will be of the learning outcomes that were not achieved in the failed component(s) and will take the form of the original assessment or any suitable alternative 

Mod-Code Level Title Credit Single
CD7501 7 Marginalisation: Structure, Agency and Society 20 Optional
CD7502 7 Inclusion and Marginalisation through Autism 40 Optional
CD7503 7 Inclusion and Marginalisation through Language 40 Optional
CD7504 7 Marginalisation through personal, and familial and development 40 Optional
CD7505 7 Inclusion and Marginalisation: Psychoanalytic frameworks 40 Optional
CD7506 7 Inclusion and Marginalisation: Ethnography 40 Optional
CD7507 7 Inclusion and Marginalisation: Policy 40 Optional
CD7508 7 Inclusion and Marginalisation: Research Design 20 Optional
CD7509 7 Dissertation 60 Optional

Students who fail or who discontinue their studies at the Post Graduate Certificate and Post Graduate Diploma Levels of the MA Inclusion and Marginalisation shall be entitled to receive the award of either Postgraduate Certificate or Postgraduate Diploma, provided the required number of credits for these awards has been gained. In order to gain a named award, specifically either the MA Inclusion and Marginalisation, or Postgraduate Diploma Inclusion and Marginalisation, or Postgraduate Certificate Inclusion and Marginalisation, students must successfully complete all the requisite modules of the award.

  • For an MA Inclusion and Marginalisation: 180 CAT points in the subject, 60 of which must be through a dissertation which takes the subject area as its focus.
  • PG Dip Inclusion and Marginalisation: 120 CAT points in the subject area.
  • PG Cert Education: Inclusion and Marginalisation: 60 CAT points in the subject area.

Final Academic Award

CAT points

Postgraduate Certificate Inclusion and Marginalisation Any 20 credit and any 40 credit module

60





Postgraduate Diploma Inclusion and Marginalisation Any combination of 20 credit and 40 credit modules

120





MA Inclusion and Marginalisation

180
The following table shows indicative routes of the part-time MA Inclusion and Marginalisation. MA Inclusion and Marginalisation Pathway
Year 1: Specialist Subject Area

CD7501Marginalization: Structure, Agency and Society20 credits

Choice of one of the following modules:

CD7502 Marginalisation through Autism 40 credits

Exit with PG Cert







CD7503Marginalisation through Language and Communication 40 credits









CD7504Marginalisation through Personal and Familial Development 40 credits



Year2: Specialist area

Choice of one of the following modules:

CD7505Psychoanalytic FrameworksCD7506 EthnographyCD7507Policy40 credits

CD7508 Reading, Writing, Determining Research 20 credits

Exit with PG Dip

Year 3:Research

CD7509:Dissertation60 credits

Exit with MA in Marginalisation and Inclusion

Stage 1 Postgraduate Certificate60 Credits

Stage 2 Postgraduate Diploma 120 Credits

Stage 3 MA 180 Credits

Autumn

Spring Summer

Autumn Spring

Summer

Autumn Spring Summer

Marginalisation: Structure, Agency and Society

Option 1 Marginalisation Through AutismOption 2 Marginalisation through Language and CommunicationOption 3 Marginalisation Through Personal and Familial Development

Option 1 Psychoanalytical FrameworksOption 2 EthnographyOption 3 Policy

Reading, Writing, Determining Research

Dissertation

20 CATS

40 CATS

40 CATS

20 CATS

60 CATS

The MA Inclusion and Marginalisation is open to both graduates and non-graduates with professional experience. Graduates will have a background, through previous study (usually in the form of a Bachelor’s degree), to the themes and disciplines of the Programme. Non-graduates will be admitted to the award-bearing aspects of the programme by virtue of their professional experience.  All candidates for the Programme, where this is feasible, will attend a compulsory interview with the Programme Leader to ascertain their suitability.

The MA Inclusion and Marginalisation draws on and extends the QAA (2010) Master’s Degree Characteristics contextualise the level of study within the new programme. This qualification at Masters Level is awarded to students who have demonstrated:       

  • A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at the forefront of practice research and knowledge in the relevant fields;         
  • A comprehensive understanding of techniques applicable to their own research or advanced scholarship;         
  • Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in inclusion and marginalisation       
  • Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in
  • areas studied and relevant to working practice
  • An ability to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
Typically, holders of the qualification will:       
  • Be able to deal with the complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;      
  • Be able to demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level;       
  • Continue to advance their knowledge and understanding, and to develop new skills to a high level;        
  • Have the qualities and transferable skills necessary for employment requiring the exercise of initiative and responsibility, decision–making in complex and unpredictable situations and the independent learning ability required for continuing professional development.

At the heart of all teaching and learning on the MA Inclusion and Marginalisation are the essential skills of critical analysis and reflection, including reflexivity. Students are encouraged to listen and discuss different perspectives and act on the learning to become more effective reflective practitioners who have developed the skills of criticality which have enabled them to identify and address areas for professional and academic development.  The starting points for learning on the MA Inclusion and Marginalisation are the students' experiences and knowledge. The Programme’s learning and teaching strategies aim to build on this level of understanding through the introduction of a range of perspectives and the development of criticality, and to provide 'safe' opportunities for views and beliefs to be challenged, reviewed and discussed. Learning is further enhanced and progressed with tutors' teaching, experience, knowledge, reading and analysis of policy shifts, theories and methodologies that are applicable to the topics covered within the Programme.  •           University-based Modules –These modules are held at the University in technology-rich environments that create a flexible approach for part-time students, or those who live and work at a distance and students with specific needs or disabilities. Giving students this choice and flexibility greatly enhances the learning experience by adapting to the needs of the students and helping them to develop their skills. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students compliant with the Faculty Learning, Teaching and Assessment Policy. These methodologies include: •           Lectures •           Group work •           Practical workshops •           Presentations, discussions, debates •           Directed tasks •           Written assignments •           Independent research •           Personal reflexion, contextual reflection •           Individual or group tutorials •           Students leading parts of sessions  •           Formative peer assessment •           Formative self-assessment •           Use of the University Virtual Learning Environment (VLE) •           Use of the VLE to support a dedicated module site offering a range of support materials and specific learning information  •           Independent Study–Independent Study enables students to work with a supervising tutor who offers support as students work towards the completion of an assignment on a chosen topic.  This will count towards academic credit.  •           Electronic Support Materials–The Virtual Learning Environment (VLE) is an essential feature of the MA Inclusion and Marginalisation. Each module has a dedicated module site in which a range of support materials are accessible. On the module site, specific information about the module is also available. ·                 Email Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to–face tutorial support meetings and the opportunity for students to engage with online tutorial support. This allows for a tutorial dialogue to continue between module tutors/supervisors and students. It is an important feature of the MA Inclusion and Marginalisation in that it enables students to access tutorial support remotely.  ·                Blended learning – The University embraces the technologies that support blended learning pedagogies; this is a central part of its more general commitment to enhancing student learning and widening educational access (as described in its current Learning and Teaching Strategy).  Blended learning is especially significant for some learning contexts, including this Programme: it provides flexible and practical opportunities for students to engage with lifelong learning, opportunities that otherwise may not exist for many reasons; these include reducing the necessity of face-to-face tutor and student contact that is inherent in the comparatively more economically exorbitant and rigid structures of traditional pedagogy.  If we did not exploit the rich opportunities provided by blended learning it would severely restrict the range of modules and access to learning that the University and therefore this Programme would otherwise be able to offer.  Blended learning is in keeping with the spirit and rationale of the Programme: its pedagogical motives are also reflected in the diverse range of assessment methods that the Programme supports.

 



The MA Inclusion and Marginalisation defines assessment as a process that appraises an individual’s knowledge, understanding, abilities or skills. Appropriate and effective assessment will enable students to demonstrate their capabilities and achievement of outcomes of learning intended for the Programme. In line with University of Chester policy, not all learning outcomes may be explicitly assessed.During the first module of the Programme, students are offered an opportunity for formative feedback designed to help them improve their performance in subsequent assessments. Assessment methods take the following form: All 20 credit modules are assessed using Assessment Method A. Where an overall grade of 40% has not been achieved, re-submission will be of the whole assignment using the same title. All 40 credit modules are assessed in two components, using Assessment Method A for the first component, and one of the other Assessment Methods (B-I) as the module tutor judges appropriate.  All components for all 40 credit modules have an equal weighting. These assessment methods are also specified in the module descriptors.  Assessment Methods B-I reflect the Programme’s commitment to analytically explore and productively engage students in modes of expression that are alternatives to Assessment Method A; these are modes of expression that will be realised in ways that are equally rigorous in their contract with academic criteria at Level 7, defined in Appendix A as Master’s Level Marking Criteria, as Assessment Method A; they will articulate and appropriately exploit challenges to established and often normalised epistemological and other hierarchies which are inherent in some aspects of the subject matter that the Programme critiques and analyses;  their communication will analytically focus on or otherwise critically report and evidence the significance of the contextual nature within which their subject matter is embedded; and they will effectively communicate critical insights about methodologies of research, forms of knowledge and procedures of reporting and investigation that are pertinent to the subject with which they are critically engaged.  All work submitted for Assessment Methods A-I will be judged according to all the criteria at Level 7, defined in Appendix A as Master’s Level Marking Criteria, and will reflect the Programme Aims and Learning Outcomes; marks awarded to all submitted work that is compliant with any of the Assessment Methods available, will typically reflect a level of student engagement with the Programme that is expected and described in the Programme documentation.  Whilst the justification for offering the range of Assessment Methods includes avoiding undue prescription and cogently pursuing opportunities for critique, an example of work submitted for Assessment Method B, is briefly offered to provide some guidance, as possibly including: ethnographic field notes, recordings and images; annotations that detail the context of these notes, recordings and images, together with their specific contextual pertinences; any background data that serves to further contextualise or inform about the forms of knowledge, meanings and relations that might be limited, problematized or construed with regard to field notes, recordings and images; and also a critical commentary about theoretical perspectives that this work might support, challenge or in other ways engage in analysis, supplemented by references and notes that demonstrate critical consideration of other research that is relevant.  This example should not dissuade students in consultation with Module Leaders from producing work for assessment that more radically interrogates positions that emerge from the study of marginalisation and inclusion, such as the nature of identity, intentionality and the culture of agency.  Specific detail and guidance for students about this matter is presented in Module Handbooks, and any questions that emerge should be discussed with Module Leaders.       There is one 60 credit module which is a dissertation. Modules: 20 CATS Points Assessment Method A  An essay·         Total words: 4000-5500 (20 CATS points) (+/- 10%) ·         100% of the marks will be awarded for the assignment.·         Where an overall grade of 40% has not been achieved, re-submission will be of the whole assignment using the same title.Modules: 40 CATS pointsAssessment Method A An essay ·         Total words: 4000-5500 (20 CATS points) (+/- 10%) ·         20 CAT points·         50% of the marks will be awarded for this component. Plus one of the assessment methods below Assessment Methods B - I ·         20 CAT points ·         50% of the marks will be awarded for each component.Assessment Method B Portfolio of annotated evidence·         Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)Assessment Method C Professional log·         Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)Assessment Method D Live presentation ·         Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)Assessment Method E Video presentation·         Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)Assessment Method F Podcasts or audio diary·         Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)Assessment Method G Report·         Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)Assessment Method H Articles fit for publication·         Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional)Assessment Method I Reflective account·         Total words: 4000-5500 (20 CATS points) (+/- 10%) (notional) If a student fails this module overall, he/she will be re-assessed in the failed component(s). In addition, any component mark below 20% will be deemed to cause an overall failure and the student will be re-assessed in the component (s) below 20%.Re-assessment will be of the learning outcomes that were not achieved in the failed component(s) and will take the form of the original assessment or any suitable alternative. Specific information is included in each module descriptor. The MA Inclusion and Marginalisation programme adheres to criteria set by the Code of Practice for the Assurance of Academic Standards in Academic Education (QAA, 2006, 2nd edition). Assessment strategies for the MA Inclusion and Marginalisation Programme are designed, approved, monitored and reviewed. Rigorous assessment policies and practices ensure the standard for each award within the MA Inclusion and Marginalisation programme at Level 7 and student performance is properly judged against this. The MA Inclusion and Marginalisation Programme evaluates academic standards that encourage effective learning.Alongside the Code of Practice (QAA, 2006) all assessment uses the University's guidance and marking criteria for Level 7. The MA Inclusion and Marginalisation Programme Handbook and each Module Handbook offer general and discrete guidance to students regarding the requirements of each assessment, the expectations in terms of academic content and academic writing and agencies within the university that offer support, for example, study skills support, submission dates and the process of marking. All marking is moderated and dissertations are second marked conforming to the University's assessment regulations. The students' results from the modules comprising the MA in Inclusion and Marginalisation Programme will be submitted annually by the module tutor to the Programme Leader/Programme Administrator for a Programme Assessment Board convened by the Programme Administrator. This will be immediately followed by an Assessment Board where students' eligibility to progress is identified. During the dissertation phase, there will be an Annual Progress Review for each student. On completion of the dissertation, the award of MA Inclusion and Marginalisation will be confirmed at the CPD Awards Board.

 

Students who engage in the MA Inclusion and Marginalisation Programme will successfully demonstrate subject-specific attributes and will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction. They will have in-depth knowledge and understanding of their profession and the political arena of education informed by current practice, scholarship and research. They will have read widely and will have engaged with theoretical frameworks which have challenged their values, beliefs and understanding. They will have become confident researchers, being able to use a range of techniques and research methods finding solutions to challenges in their professional setting and practice. Their professional integrity will have been affirmed demonstrating their ability to use initiative and take responsibility, solving problems in innovative and creative ways. They will have become sufficiently professionally secure to confront and manage change, make decisions and to lead others, should they choose. It is anticipated that graduates will continue to learn and to demonstrate advanced scholarship in their subject.

The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

The MA in Inclusion and Marginalisation foregrounds empirical research focussed through a range of interesting, rigorously focussed and clearly honed theoretical frameworks: this is an approach that is designed to yield a pertinent and practical understanding of the issues surrounding inclusion and marginalisation, particularly in relation to the local context.  Part of the rationale for this design orientation is to foster interest and engagement within relevant sections and stakeholders of local communities with the work that the Programme undertakes.  Understanding social and other forms of exclusion, recognising the conditions that result in marginalisation and not accepting as either natural or inexorable the processes that persist in widening the gap between the most vulnerable and the most secure members of society continues to be a national and indeed global imperative.  Government and a range of non-Government agencies and charities have been impelled to address the problems inherent in marginalisation, drawing our attention not simply to the plight of the marginalised and vulnerable, but also to the dangerous implications for society as a whole if these issues are not urgently and substantially resolved.

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