Glasgow Caledonian University
School of Health & Social Care
The Framework (Programme) Specification
Post-graduate Masters Framework,
for the
Professions in Health & Social Care
Approved May 2003
Updated August 2004
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Table of Contents
General Information 3
Educational Aims of the Framework (Programme) 4
Intended Learning Outcomes 5
Programme Structure, Requirements, Levels, Modules, Credits & Awards 9
Specific Awards 15
Manual Therapy 16
Occupational Health & Ergonomics 17
Cardiac Rehabilitation 18
Evidence based Practice 19
Profession Titled Awards 20
Occupational Therapy 21
OT Forensic Studies 22
OT Employment Rehabilitation 23
Physiotherapy 24
Podiatry 25
Radiation Oncology 26
Diagnostic Imaging 27
Social Work 28
Generic Awards 29
Health & Social Care 29
Support for Students & their Learning 31
Criteria for Admissions 33
Methods of Evaluating & Enhancing Quality & Standards 37
Assessment Regulations 39
Indicators of Quality & Standards 42
Information about the Programme 43
Supplementary Information/Management Structure/Roles & Responsibilities 44
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GLASGOW CALEDONIAN UNIVERSITY PS1
PROGRAMME SPECIFICATION PRO-FORMA
1. GENERAL INFORMATION
Programme Title SHSC Post-graduate Masters Framework for the
Professions in Health & Social Care
Final Awards Master of Science
Exit Awards Post-graduate Certificate
Post-graduate Diploma
Awarding Body Glasgow Caledonian University
Approval Date 29th May 2003
School Health & Social Care
Host Division N/A
UCAS Code N/A
PSB Involvement Awards leading to extension of practice are approved by
the appropriate Professional / Statutory Bodies.
Place of Delivery Glasgow Caledonian University
Subject Benchmark Statements
N/A –Post graduate programme framework
Under-graduate benchmark statement applicable are:
Occupational Therapy
Physiotherapy
Podiatry
Radiography (Diagnostic & Therapeutic)
Social Work
(www.qaa.ac.uk/crntwork/benchmark/benchmarking.htm)
Dates of PS Preparation December 2002 – May 2003
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2. EDUCATIONAL AIMS OF THE PROGRAMME
To continue, extend and enhance the professional development of practitioners in
health and social care and enable them to be independent learners capable of a critical
and analytical approach to lifelong learning. In so doing the programme will produce
graduates who can demonstrate their ability to be evaluative, innovative and analytical
in their approach to client care and evidence based practice.
To provide the opportunity to advance the “joint future” and “learning
together” agendas by facilitating multi-professional learning for practitioners
in health & social care.
To provide dynamic, proactive, flexible post-graduate study options for
practitioners in health and social care.
To provide students with higher degrees, linked to advanced practice, to have
the necessary knowledge and skills to further research and development in
health & social care.
To facilitate and engender lifelong learning opportunities in line with
government and professional body policies.
To assist the School of Health and Social Care in achieving its aim to be a
centre of excellence, in each of its constituent professional disciplines, and to
be innovative and proactive in multi-professional developments in health and
social care.
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3. INTENDED LEARNING OUTCOMES
3A – Knowledge & Understanding
Demonstrate:
A1. Knowledge that covers and integrates the key areas of a particular speciality
including boundaries, terminology and conventions.
A2. A critical understanding of a range of specialised theories, principles and
concepts related to professional practice.
A3. A systematic understanding of knowledge, and a critical awareness of current
problems including new insights at the forefront of the academic discipline, field of
study, or area of professional practice.
A4. A critical awareness of current issues in a subject / discipline and one or more
specialisms.
A5. A comprehensive understanding of techniques applicable to research and
advanced scholarship.
Teaching learning and assessment methods used to enable outcomes to be achieved
and demonstrated.
Teaching and Learning Strategies
Directed learning tasks to advance knowledge, enhance information
acquisition skills and underpin the theoretical basis of advanced practice skills
during „on and off campus‟ learning periods.
Student led / Tutor led seminars, where debate discussion and exchange of
knowledge, information and experiences related to advanced practice will be
encouraged.
Peer support groups as an aid to learning particularly during „off campus‟
learning periods.
E-learning to enhance the classroom experience and take advantage of new
content and delivery technologies.
Practically focussed workshops to relate theoretical concepts to the practical
situation, including data collection and clinical/practice assessment.
Seminars and group work in planning a funding / research proposal.
Key-note lectures by acknowledged experts (some of whom will be external to
the university) in the particular field or specialism.
Assessment Methods
Assignments designed to demonstrate, information acquisition skills, awareness of
current issues in discipline or specialism, ability to prioritise and order this
knowledge, evaluation of knowledge source and understanding of appropriate
theories, principles and concepts.
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3B – Intellectual Skills.
B1. Apply critical analysis, evaluation and synthesis to issues which are at the
forefront or are informed by the forefront of a subject / discipline
B2. Identify, conceptualise and define new and abstract problems and issues.
B3. Develop original and creative responses to problems and issues.
B4. Critically review, consolidate and extend knowledge, skills, practices and
thinking in a subject / discipline.
B5. Deal with complex issues, both systematically and creatively and make
informed judgements in the absence of complete or consistent information/ data.
Teaching learning and assessment methods used to enable outcomes to be achieved
and demonstrated.
Teaching and Learning Strategies
Key-note lectures by acknowledged experts (some of whom will be external to
the university) in the particular field or specialism.
Directed learning tasks to advance knowledge and enhance information
acquisition skills during „on and off campus‟ learning periods
Student / tutor led seminars, where debate, discussion, exchange of knowledge
and information acquisition, analysis of complex issues and the development
of reasoned strategies to deal with such complex issues will be encouraged.
Peer support groups as an aid to learning during „on & off campus‟ learning
periods.
E-learning to enhance the classroom experience and take advantage of the new
content and delivery technology to enable learning.
Presentations on directed learning tasks.
Seminars and group work in planning a funding / research proposal.
Assessment Methods
Assignments designed to demonstrate the students‟ ability to identify and evaluate
issues at the forefront of knowledge and practice in the discipline / specialism, to
identify new issues, to demonstrate the ability to conceptualise and prioritise such
issues and to propose methodologies for tackling such new issues, together with the
abilities in critical analysis of advanced practice skills and ability to apply theoretical
research methods constructs in the practice situation.
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3C - Professional Practice Skills
C1. Practice in a manner which draws on critical reflection of their own and others
roles and responsibilities.
C2. Take responsibility for their own work, fully utilising the wide range of
resources and information sources available.
C3. Use a range of specialised practice skills and techniques, which are at the
forefront, or informed by the forefront of knowledge in a particular discipline.
C4. Deal with complex ethical and professional issues and make informed
judgements not addressed by current professional or ethical codes of practice.
C5. Demonstrate self-direction and originality in tackling and solving problems
and act autonomously in planning and implementing tasks at a professional or
equivalent level.
Teaching learning and assessment methods used to enable outcomes to be achieved
and demonstrated.
Teaching and Learning Strategies
Practically focussed workshops to relate theoretical concepts to the practical
situation, including data collection and clinical/practice assessment.
Student led / tutor led seminars, where debate, discussion and exchange of
ideas, concepts and practical experiences will be encouraged.
Directed learning tasks to research current thinking on practical issues with
seminars to evaluate such practice issues.
Specialist led seminars to facilitate debate, discussion, reflection and
evaluation of topical issues.
Assessment Methods
Assignments and dissertation designed to demonstrate: critical reflection on
established and emerging modes of practice and self-led independent learning with a
problem solving approach to professional practice issues.
Portfolios of evidence.
Critical evaluation of management strategies.
3D –Transferable Skills.
D1. Demonstrate through self-led learning, a critical, analytical and evaluative
approach to lifelong learning.
D2. Use a range of specialised skills to communicate with a range of audiences
with differing levels of knowledge and expertise.
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D3. Communicate effectively with peers, more senior colleagues, discipline
specialists and professionals from other disciplines in health and social care.
D4. Use a range of numerical and graphical data handling and presentation
methodologies.
D5. Exercise substantial autonomy and initiative in professional activities
D6. Demonstrate responsibility for own work.
D7. Practice in ways which draw on critical reflection of own and others roles and
responsibilities.
Teaching and Learning Strategies
Directed learning tasks during „on and off campus‟ learning periods.
Inter-professional group work during „on campus‟ learning periods and group
communication and peer support during „on and off campus‟ learning periods.
Directed learning tasks on critical reflection of current practice in the work
based situation.
Student / tutor led seminars on directed learning tasks
Student led seminars where a range of knowledge transfer methodologies will
be encouraged, including presentation styles and the use of IT where
appropriate.
A variety of coursework presentation styles to enhance the use of IT and other
skills in the presentation of written work.
Dissertation writing to enhance data collection, data handling, data
manipulation and data presentation skills, together with the ability to present
and sustain an argument.
E-learning and E-communication strategies.
Assessment Methods
Assignments and dissertations which demonstrate abilities in written and graphic
presentation methodologies, data handling and report writing skills.
Peer presentations to demonstrate communication skills.
Portfolio‟s of evidence.
Dissertation presentation to demonstrate ability to present and sustain an argument,
handle data, and present data.
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4. PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS,
MODULES, CREDITS AND AWARDS.
Preamble
The School of Health & Social Care seeks to offer high quality, innovative
programmes, which contribute significantly to the knowledge base within health and
social care. The School is structured around five autonomous divisions, which
operate in a proactive and integrated manner. In order to offer a range of profession
specific, as well as general awards in health and social care, there is a need to form an
over-arching Masters framework within the School. In designing this framework, the
School encourages cross and inter-professional collaboration, which allows for a
range of contextual dimensions to be added to the core elements of profession-specific
awards. The proposed Masters level framework will provide a flexible academic
structure as well as an efficient means of providing academic and administrative
support for all Masters level (post-qualification) awards within the School. Each
division will contribute to the development and operation of the framework.
Programme Structure
To facilitate the delivery of the programme and to encourage participation of
practicing professionals from a wide geographical area (not simply the Scottish
Central Belt), the programme is constructed around a teaching block format with
intervening periods of directed and self-led learning.
Modules are categorised:
Core – Research Methods and Dissertation that must be undertaken for a
Masters award
Generic – Open to more than one, but not necessarily all, health & social care
professional groups.
Profession Specific – Open mainly to one specific professional group
N.B. To allow students; maximum flexibility and choice; opportunity to undertake
several modules simultaneously and to undertake the programme part-time or full-
time (3 semesters), the timetable will typically be as follows.
N.B. Some awards require concurrent practice in the workplace or require that
certain modules are undertaken consecutively. Such awards cannot be undertaken on
a full-time basis.
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Teaching Block Timetable
Masters Teaching Block 1 (Academic Week A0), Mid-September
Week A0 Monday Tuesday Wednesday Thursday Friday
9.00 – 12.30 Induction Generic Core Professional 2 Core
1.30 – 5.00 Generic Professional 1 Professional 1 Core Professional 2
5.30 – 9.00 Professional 1 Generic Core Professional 2
Masters Teaching Block 2 (Academic Weeks A14 & 15), Mid-January
Week A14 Monday Tuesday Wednesday Thursday Friday
9.00 – 12.30 Core Professional 2 Core Professional 2 Core
1.30 – 5.00 Professional 2 Core Professional 2 Core Professional 2
5.30 – 9.00 Core Professional 2 Core Professional 2
Week A15 Monday Tuesday Wednesday Thursday Friday
9.00 – 12.30 Generic Professional 1 Generic Professional 1 Generic
1.30 – 5.00 Professional 1 Generic Professional 1 Generic Professional 1
5.30 – 9.00 Generic Professional 1 Generic Professional 1
Masters Teaching Block 3 (Academic Week B7), Mid-March
Week B7 Monday Tuesday Wednesday Thursday Friday
9.00 – 12.30 Core Professional 2 Professional 2 Professional 1 Generic
1.30 – 5.00 Professional 2 Core Generic Professional 1 Professional 1
5.30 – 9.00 Core Professional 2 Generic
N.B. Permitted under-graduate modules, leading to the attainment of some named
awards, will not follow the Teaching Block System. Such modules will be timetabled
as per the host undergraduate programme.
Level and Exit Awards
The Masters Framework provides a flexible pathway leading to named awards. The
level of award is based on the accumulation of credit at SHE M level. However QAA
Guidelines and the Scottish Credit and Qualifications Framework (SCQF), allow for
a proportion of the accumulated credit to be one or two levels below that of the named
award. To exit with a named award from this programme, students will normally be
expected to gain M level / level 4 credit from successful completion of modules
validated or approved within the Masters Framework.
To exit with a post-graduate award, students will undertake a series of modules, which
satisfy their personal, professional and academic aspirations and needs. Such personal
study pathways will normally be agreed with an Awards Co-ordinator before
commencement of the programme of study. Personal study pathways may be altered
subsequent to enrolling on a course of study provided the altered pathway is
consistent with the programme philosophy and with university regulations.
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Awards - Exit Points for Post-Graduate Awards
Award Title Credit points and minimum level
Post-graduate Certificate 60 SCOTCAT points with a minimum of 40 at SHE M
Post-graduate Diploma 120 SCOTCAT points with a minimum of 90 at SHE M
Master of Science 180 SCOTCAT points with a minimum of 150 at SHE M
Modules, Credit, Level & Awards
Modules in The Framework
Code Titles Credit
SHE Level 4
HSCO01 OT in Substance Misuse Situations 20 L4
SHE Level M
PSYFM06 Intervention with Offenders 15M
PSYFM23 Professional Skills in Forensic Settings 15M
PSYFM01 Psychology of Criminal Behaviour 15M
HSCMF01 Research Methods in HSC 30M
PPRTM04 Implementing Effective Practice 30M
HSCMF02 Reflective Practice 30M
HSCMF05 Ethics in Health Care 30M
HSCMF06 Independent Learning 30M
PPRTM02 Rehabilitation in Cardiology 30M
PPRTM03 Clinical Education 15M
HSCMF07 Practice Development in Forensic OT 30M
HSCMF08 Occupational Rehabilitation 30M
PPRTM17 Ergonomics in Occupational Health 30M
PPRTM16 Cardiac Rehabilitation for Physio‟s 30M
HSCMF09 Manual Therapy 1 30M
HSCMF10 Manual Therapy 2 30M
HSCMF12 Manual Therapy Placement A 15M
HSCMF13 Manual Therapy Placement B 15M
PPRTM01 Clinical Aspects Human Movement Analysis 15M
PPRPM02 Podopaediatrics 30M
PPRPM03 Podiatric Neurological & Vascular Studies 30M
PPRPM04 Podiatric Diabetes & Tissue Viability 30M
PPRPM01 Podiatric Sports Medicine & Functional Anatomy 30M
PPRRO02 Radiotherapy Treatment Review 30M
PPRRO03 Radiotherapy Treatment Planning 30M
PPRRDI01 Foundations Radiographic Image Interpretation 30M
PPRRDI02 Advanced Radiographic Image Interpretation 30M
PPRRDI03 MRI Essential Concepts 30M
PPRRDI04 MRI Advanced Concepts 30M
HSCMF03 SHSC Masters Framework Dissertation 60M
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Awards of the Framework
MSc Occupational Therapy
MSc Occupational Therapy (Forensic Studies)
MSc Occupational Therapy (Employment Rehabilitation)
MSc Physiotherapy
MSc Manual Therapy
MSc Podiatry
MSc Radiation Oncology
MSc Diagnostic Imaging
MSc Social Work
MSc Health & Social Care
MSc Cardiac Rehabilitation
MSc Occupational Health
PgD Physiotherapy
PgD Manual Therapy
PgD Podiatry
PgD Diagnostic Imaging
PgD Radiation Oncology
PgD Social Work
PgD Health & Social Care
PgD Cardiac Rehabilitation
PgD Occupational Health
PgC Physiotherapy
PgC Podiatry
PgC Podopaediatrics
PgC Podiatric Sports Medicine
PgC Podiatric Diabetology
PgC Podiatric Neurovascular Studies
PgC Radiographic Image Interpretation
PgC MRI (Magnetic Resonance Imaging)
PgC Radiation Oncology
PgC Evidence Based Practice
PgC Social Work
PgC Cardiac Rehabilitation
PgC Health & Social Care
PgC Occupational Health & Ergonomics
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Diagrammatic Representation of Programme Structures and Requirements,
Levels, Modules Credits & and Awards
Insert Matrix Here
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Study Pathways Leading to Award Titles
There is a need for Masters Award titles that reflect the aspirations of the professional
practitioners undertaking the programme. Anecdotally this would fall into three
separate categories.
Practitioners who wish to demonstrate qualification in a particular specialism
that is related to professional practice.
Practitioners who wish to demonstrate advance knowledge and skills related to
their particular profession in more than one specialism.
Practitioners who wish to demonstrate widening of their knowledge and skills
related to broader concepts of practice in health & social care.
The Framework therefore, has three distinct award categories
Specific Awards
Profession Titled Awards
Generic Awards
Notes.
1. All awards meet the educational aims and learning outcomes of the Framework.
2. Protection of title by professional and statutory bodies means that the criteria for
many named awards in the Framework has to be very prescriptive and tightly
controlled.
3. There is a perceived need in the professions for qualifications in professional sub-
specialities to be demonstrable and tangible. The framework needs to reflect this need
by offering a wide range of appropriate award titles.
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A. Specific Awards
The framework contains named awards that infer advanced skills in a particular
specialism. Such awards may be approved/accredited/validated by specific
professional bodies or special interest groups and the named award may confer or
imply a qualification, license to practice or extension of practice in the sub-specialty
named in the award title.
These award pathways are prescriptive and the student must successfully undertake
the modules specified. The student must also have the appropriate first professional
qualification that permits entry to the specified award pathway.
N.B. The modules listed as required for such specific awards may, with academic
guidance, be undertaken towards the attainment of other named awards.
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A1. MSc/ PgD / PgC Manual Therapy
This award is approved by the Manipulation Association of Chartered
Physiotherapists (MACP), which is a special interest sub-group of the Chartered
Society of Physiotherapy. Successful completion of specified modules in the award
route confer eligibility to apply for membership of the MACP.
Specific Aims
This award route aims to continue the professional development of physiotherapists to
enable them to have an independent, analytical and critical approach to learning, in
order to become expert clinicians with advanced theoretical knowledge and mastery
of clinical reasoning skills in the area of manual therapy. It aims to produce post-
graduates who can demonstrate an evaluative and evidence based approach patient
care with particular regard to this specific clinical speciality.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria with
the addition that all students undertaking this award route must be State Registered /
Chartered Physiotherapists.
Curriculum Diagram
Exit Award Modules to be undertaken
PgC Manual Therapy HSCMF09 Manual Therapy 1 (30M)
HSCMF10 Manual Therapy 2 (30M)
PgD Manual Therapy HSCMF09 Manual Therapy 1 (30M)
HSCMF10 Manual Therapy 2 (30M)
HSCMF 12 Manual Therapy Placement A (15M)
HSCMF13 Manual Therapy Placement B (15M)
HSCMF01 Research Methods in HSC (30M)
MSc Manual Therapy HSCMF09 Manual Therapy 1 (30M)
HSCMF10 Manual Therapy 2 (30M)
HSCMF 12 Manual Therapy Placement A (15M)
HSCMF13 Manual Therapy Placement B (15M)
HSCMF01 Research Methods in HSC (30M)
HSCMF03 Dissertation (60M)
Notes
1. Modules must be undertaken in the order as shown in the above table except for
HSCMF01 Research Methods in HSC which may be taken at any time but must be
successfully completed before the Dissertation (HSCMF03) is attempted.
2. Successful completion of the MSc Manual Therapy, PgD Manual Therapy or the
following modules (HSCMF09 Manual Therapy 1 + HSCMF10 Manual Therapy 2 +
HSCMF12 Manual Therapy Placement A + HSCMF13 Manual Therapy Placement
B) confers eligibility to apply for membership of the MACP (Manipulation
Association of Chartered Physiotherapists).
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A2. MSc / PgD PgC Occupational Health & Ergonomics
This award route is approved by the ACPOHE (Association of Chartered
Physiotherapists in Occupational Health and Ergonomics) and is open to all qualified
health care professionals with a special interest in Occupational Health.
Specific Aim
This award route aims to continue the professional development of health-care
professionals to enable them to have an independent, analytical and critical approach
to learning, in order to become expert practitioners with advanced theoretical
knowledge and mastery of clinical reasoning skills in the area of ergonomics and
occupational health. It aims to produce post-graduates who can demonstrate an
evaluative and evidence based approach to care with particular regard to this specific
clinical speciality.
(The ACPOHE is a special interest group of the Chartered Society of Physiotherapy
which aims to develop a multi-professional approach to health in the workplace.)
Admissions Criteria
Admission criteria are consistent with the overall framework admissions criteria.
This award route is open to all appropriately qualified health care professionals
Curriculum Diagram
Exit Award Modules to be undertaken
PgC Occupational Health & HSCMF08 Occupational Rehabilitation (30M)
Ergonomics PPRTM17 Ergonomics in Occupational Health (30M)
PgD Occupational Health & HSCMF01 Research Methods in HSC (30M)
Ergonomics HSCMF06 Independent Learning or other optional
negotiated module of 30 points
HSCMF08 Occupational Rehabilitation (30M)
PRTM17 Ergonomics in Occupational Health (30M)
MSc Occupational Health & HSCMF01 Research Methods in HSC (30M)
Ergonomics HSCMF06 Independent Learning or other optional
negotiated module of 30 points
HSCMF08 Occupational Rehabilitation (30M)
PPRTM17 Ergonomics in Occupational Health (30M0
HSCMF03 Dissertation (60M)
Note – Modules may be taken in any order with the exception that HSCMF01
Research Methods in HSC (30M) must be successfully completed before HSCMF03
Dissertation is attempted.
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A3. MSc/ PgD/ PgC Cardiac Rehabilitation
This award route is approved by the BACR ( The British Association of Cardiac
Rehabilitation) The award route is available to chartered physiotherapists with a
special interest in the clinical speciality of cardiac rehabilitation.
Specific Aim
This award route aims to continue the professional development of physiotherapists to
enable them to have an independent, analytical and critical approach to learning, in
order to become expert clinicians with advanced theoretical knowledge and mastery
of clinical reasoning skills in the area of cardiac rehabilitation. It aims to produce
post-graduates who can demonstrate an evaluative and evidence based approach
patient care with particular regard to this specific clinical speciality.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria with
the addition that all students undertaking this award route must be State Registered /
Chartered Physiotherapists.
Curriculum Diagram
Exit Award Modules to be undertaken
PgC Cardiac PPRTM02 Rehabilitation in Cardiology (30M)
Rehabilitation PPRTM16 Cardiac Rehabilitation for Physiotherapists (30M)
PgD Cardiac PPRTM02 Rehabilitation in Cardiology (30M)
Rehabilitation PPRTM16 Cardiac Rehabilitation for Physiotherapists (30M)
HSCMF01 Research Methods in HSC (30M)
Plus 30 point optional module
MSc Cardiac PPRTM02 Rehabilitation in Cardiology (30M)
Rehabilitation PPRTM16 Cardiac Rehabilitation for Physiotherapists (30M)
HSCMF01 Research Methods in HSC (30M)
30 point optional module to be negotiated with award co-
ordinator
HSCMF03 Dissertation (60M)
Notes
1. Modules may be taken in any order with the exception that HSCMF01 Research
Methods in HSC (30M) must be successfully completed before HSCMF03
Dissertation is attempted.
2. While this particular exit route is specifically designed for physiotherapists all
modules except PPRTM16 (Cardiac Rehabilitation for Physiotherapists) are available
to all health & social care professionals and may be put towards the attainment of
other named awards.
3. Optional module must be negotiated with and agreed by the Awards Co-ordinator
Physiotherapy.
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A4. PgC Evidence Based Practice
This award is available to all health and social care professionals.
Specific Aim
This award route aims to produce post-graduates who can demonstrate an evaluative
and evidence based approach patient/client care and the ability evaluate and
implement government, NHS and Social Service initiatives and policies into their
scope of practice.
Admissions Criteria
Admission criteria are consistent with the overall framework admissions criteria.
This award route is open to all qualified health & social care professionals.
Curriculum Diagram
Exit Award Modules to be undertaken
PgC Evidence Based HSCMF01 Research Methods in HSC (30M)
Practice HSCMF04 Implementing Effective Practice (30M)
Note – Modules can be undertaken in any order or concurrently.
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B. Profession Titled Awards
The framework contains titles that demonstrate advance knowledge and skills related
to a particular profession and in more than one specialism within the named
profession.
These are normally restricted to appropriately qualified practitioners whose
professions name is in the title of the award.
These awards can be achieved via a variety of study pathways which are either
prescribed, prescribed with an element of choice or not prescribed. Where the
pathway is not prescribed, the profession specific titles are usually awarded when
50% of the credit is achieved in profession specific modules and, where appropriate,
the masters dissertation is undertaken in a profession specific theme.
In cases where there is debate or dispute over the name of the award an Awards
Panel will consider the issues. This awards panel will be chaired by the Framework
Co-ordinator, with the Associate Dean Quality and the appropriate Awards Co-
ordinators as members. The panel will submit a recommendation to the Framework
Board for final decision
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B1. MSc Occupational Therapy
This award route is available to State Registered Occupational Therapists.
Specific Aims
This award aims to continue the professional development of occupational therapists
to enable them to have an independent, analytical and critical approach to learning, in
order to become expert clinicians with advanced theoretical knowledge and mastery
of clinical reasoning skills in the practice of occupational therapy. It aims to produce
post-graduates who can demonstrate an evaluative and evidence based approach
patient care with particular regard to the practice of occupational therapy.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria with
the addition that all students undertaking this award route must be State Registered
Occupational Therapists.
Curriculum Diagram
Exit Award Modules to be undertaken
MSc Occupational Therapy 180 M Level points of which at least 50% of the
taught modules will be occupational therapy
specific, including Dissertation (HSCMF03) in an
occupational therapy issue. Taught modules must
include HSCMF01 Research Methods in HSC (or
equivalent) which must be successfully completed
before the dissertation is attempted.
PgD Occupational Therapy 120 M Level points of which at least 50% of the
modules undertaken will be occupational therapy
specific.
PgC Occupational Therapy 60 M Level points of which at least 50% of the
modules undertaken will be occupational therapy
specific.
Note – The modules to be undertaken for this award (study pathway) should be
negotiated with the Occupational Therapy Awards Co-ordinator prior to embarking on
this programme of study. The study pathway may subsequently altered provided that
such alterations have been negotiated with the Awards Co-ordinator, are consistent
with the framework aims and objectives, and comply with the criteria for this named
award.
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B2. MSc Occupational Therapy (Forensic Studies)
This award route is available to State Registered Occupational Therapists.
Specific Aims
These award routes aims to continue the professional development of occupational
therapists to enable them to have an independent, analytical and critical approach to
learning, in order to become expert clinicians with advanced theoretical knowledge
and mastery of clinical reasoning skills in the area of forensic occupational therapy.
It aims to produce post-graduates who can demonstrate an evaluative and evidence
based approach patient care with particular regard to this practice speciality.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria with
the addition that all students undertaking this award route must be State Registered
Occupational Therapists.
Curriculum Diagram
Exit Award Modules to be undertaken
MSc Occupational HSCMF07 Professional Development in Forensic OT (30M)
Therapy (Forensic HSCMF01 Research Methods in HSC (30M)
Studies) HSCMF03 Dissertation (60M)
Plus any TWO from:
PSYFM06 Intervention with Offenders (15M)
PSYFM23 Professional Skills in Forensic Settings (15M)
PSYFM01 Psychology of Criminal Behaviour (15M)
Plus 30 points from:
HSCMF04 Implementing Effective Practice (30M)
HSCMF06 Independent Learning (30M)
HSCMF05 Ethics in Health & Social Care (30M)
OR other optional negotiated module of appropriate level and
pointage.
Notes
1. There is not a PgD or PgC option with this award route.
2. Optional modules to be undertaken for this award (study pathway) should be
negotiated with the Occupational Therapy Awards Co-ordinator prior to embarking on
this programme of study. The study pathway may subsequently altered provided that
such alterations have been negotiated with the Awards Co-ordinator, are consistent
with the framework aims and objectives and comply with the criteria for this named
award.
3. Modules may be taken in any order with the exception that HSCMF01 Research
Methods in HSC (30M) (or equivalent) must be successfully completed before
HSCMF03 Dissertation is attempted.
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B3. MSc Occupational Therapy (Employment Rehabilitation)
This award route is available to State Registered Occupational Therapists.
Specific Aims
This award aims to continue the professional development of occupational therapists
to enable them to have an independent, analytical and critical approach to learning, in
order to become expert clinicians with advanced theoretical knowledge and mastery
of clinical reasoning skills in the practice of occupational therapy in employment
rehabilitation It aims to produce post-graduates who can demonstrate an evaluative
and evidence based approach client care with particular regard to the practice of
occupational therapy in employment rehabilitation.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria with
the addition that all students undertaking this award route must be State Registered
Occupational Therapists.
Curriculum Diagram
Exit Award Modules to be undertaken
MSc Occupational HSCMF08 Occupational Rehabilitation (30M)
Therapy (Employment PPRTM17 Ergonomics & Occupational Health (30M)
Rehabilitation) HSCMF01 Research Methods in HSC (30M)
HSCMF03 Dissertation (60M)
Plus 30 M Level points from:
HSCMF05 Ethics in Health & Social Care (30M)
HSCMF06 Independent Learning (30M)
OR other optional negotiated module/modules of
appropriate level and pointage.
1. Modules may be taken in any order with the exception that HSCMF01 Research
Methods in HSC (30M) must be successfully completed before HSCMF03
Dissertation is attempted.
2. Optional modules to be undertaken for this award (study pathway) should be
negotiated with the Occupational Therapy Awards Co-ordinator prior to embarking on
this programme of study. The study pathway may subsequently altered provided that
such alterations have been negotiated with the Awards Co-ordinator, are consistent
with the framework aims and objectives and comply with the criteria for this named
award.
23
B4. MSc / PgD / PgC Physiotherapy
This award route is available to State Registered / Chartered Physiotherapists.
Specific Aims
This award aims to continue the professional development of physiotherapists to
enable them to have an independent, analytical and critical approach to learning, in
order to become expert clinicians with advanced theoretical knowledge and mastery
of clinical reasoning skills in the practice of physiotherapy. It aims to produce post-
graduates who can demonstrate an evaluative and evidence based approach patient
care with particular regard to the practice of physiotherapy.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria with
the addition that all students undertaking this award route must be State Registered /
Chartered Physiotherapists.
Curriculum Diagram
Exit Award Modules to be undertaken
MSc Physiotherapy 180 M Level points of which at least 50% of the taught
modules will be physiotherapy specific, including
Dissertation (HSCMF03) in an physiotherapy issue.
Taught modules must include HSCMF01 Research
Methods in HSC (or equivalent) which must be
successfully completed before the dissertation is
attempted.
PgD Physiotherapy 120 M Level points of which at least 50% will normally
be in physiotherapy specific modules.
PgC Physiotherapy 60 M level points of which at least 30 points will
normally be in a physiotherapy specific module.
.
Note – The modules to be undertaken for this award (study pathway) should be
negotiated with the Physiotherapy Awards Co-ordinator prior to embarking on this
programme of study. The study pathway may subsequently altered provided that such
alterations have been negotiated with the Awards Co-ordinator, are consistent with the
framework aims and objectives, and comply with the criteria for this named award.
24
B5. MSc / PgD /PgC Podiatry
This award route is available to State Registered Chiropodists (Podiatrists).
Specific Aims
This award aims to continue the professional development of podiatrists to enable
them to have an independent, analytical and critical approach to learning, in order to
become expert clinicians with advanced theoretical knowledge and mastery of clinical
reasoning skills in the practice of podiatry. It aims to produce post-graduates who
can demonstrate an evaluative and evidence based approach patient care with
particular regard to the practice of podiatry or in a particular specialism within
podiatry
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria with
the addition that all students undertaking this award route must be State Registered
Chiropodists (Podiatrists)
Curriculum Diagram
Exit Award Modules to be undertaken
MSc Podiatry 180 M Level points of which at least 50% of the taught
modules will be podiatry specific, including
Dissertation (HSCMF03) in an podiatry issue. Taught
modules must include HSCMF01 Research Methods in
HSC (or equivalent) which must be successfully
completed before the dissertation is attempted.
PgD Podiatry 120 M Level points of which at least 50% will normally
be in podiatry specific modules.
PgC Podiatry 60 M level points of which at least 30 will normally be
in a podiatry specific module.
PgC Podopaediatrics HSCMF01- Research Methods in HSC (30M)
PPRPM02 – Podopaediatrics(30M)
PgC Podiatric Sports HSCMF01- Research Methods in HSC (30M)
Medicine PPRPM01 – Sports Medicine & Functional Anatomy of
the Lower Limb (30M)
PgC in Podiatric Diabetes HSCMF01- Research Methods in HSC (30M)
& Tissue Viability PPRPM03 – Diabetes & Tissue Viability (30M)
PgC Podiatric Neuro- HCMF01- Research Methods in HSC (30M)
vascular Studies PPRPM04 – Neurological & Vascular Pathologies, of
the Lower Limb (30M)
.
Note – Where the student has a choice, the modules to be undertaken for this award
(study pathway) should be negotiated with the Podiatry Awards Co-ordinator prior to
embarking on this programme of study. The study pathway may subsequently altered
provided that such alterations have been negotiated with the Awards Co-ordinator, are
consistent with the framework aims and objectives, and comply with the criteria for
the named award.
25
B6. MSc / PgD / PgC Radiation Oncology
This suite of awards award is available to State Registered Radiographers and other
appropriately qualified and experienced health care professionals.
Specific Aims
This award aims to continue the professional development of therapeutic
radiographers and other appropriately qualified professionals to enable them to have
an independent, analytical and critical approach to learning, in order to become expert
clinicians with advanced theoretical knowledge and mastery of clinical reasoning
skills in the practice of radiation oncology. It aims to produce post-graduates who
can demonstrate an evaluative and evidence based approach patient care with
particular regard to the practice of radiation oncology.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria.
Curriculum Diagram
Exit Award Modules to be undertaken
PgC Radiation Oncology 60 M level points of which at least 30 points will
normally be in a radiation oncology specific module
.
PgD Radiation Oncology 120 M level points of which at least 50% will normally
be in radiation oncology specific modules.
MSc Radiation Oncology 180 M Level points of which at least 50% of the taught
modules will be radiation oncology specific, including
Dissertation (HSCMF03) in a radiation oncology issue.
Taught modules must include HSCMF01 Research
Methods in HSC (or equivalent) which must be
successfully completed before the dissertation is
attempted.
.
Note – Where the student has a choice, the modules to be undertaken for this award
(study pathway) should be negotiated with the Radiography Awards Co-ordinator
prior to embarking on this programme of study. The study pathway may subsequently
altered provided that such alterations have been negotiated with the Awards Co-
ordinator, are consistent with the framework aims and objectives, and comply with the
criteria for the named award.
26
B7. MSc / PgD /; PGC Diagnostic Imaging
This suite of awards award is available to State Registered Radiographers and other
appropriately qualified and experienced health care professionals.
Specific Aims
This award aims to continue the professional development of diagnostic radiographers
and other appropriately qualified professionals to enable them to have an independent,
analytical and critical approach to learning, in order to become expert clinicians with
advanced theoretical knowledge and mastery of clinical reasoning skills in the
practice of radiography. It aims to produce post-graduates who can demonstrate an
evaluative and evidence based approach patient care with particular regard to the
practice of radiography.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria.
Curriculum Diagram
Exit Award Modules to be undertaken
MSc Diagnostic Imaging 180 M Level points of which at least 50% of the taught
modules will be diagnostic imaging specific, including
Dissertation (HSCMF03) in a diagnostic imaging
issue. Taught modules must include HSCMF01
Research Methods in HSC (or equivalent) which must
be successfully completed before the dissertation is
attempted.
PgD Diagnostic Imaging 120 M level points of which at least 50% will normally
be in radiation oncology specific modules.
PgC Diagnostic Imaging 60 M level points of which at least 30 points will
normally be in a diagnostic imaging specific module.
PgC Radiographic Image PPRRDI01 - Foundations of Radiographic Image
Interpretation* Interpretation (30M)**
PPRRDI02 - Applications of Radiographic Image
* With advanced practitioner Interpretation (30M)
competency ** Completion must be prior to module PPRDI02 - Applications
of Radiographic Image Interpretation
PgC Magnetic Resonance PPRRDI03 - MRI: Essential Concepts (30M)**
Imaging PPRRDI04 - MRI: Advanced Concepts & Integrated
Clinical Practice (30M)
** Completion must be prior to module PPRRDI04 - MRI:
Advanced Concepts & Integrated Clinical Practice
Note – Where the student has a choice, the modules to be undertaken for this award
(study pathway) should be negotiated with the Radiography Awards Co-ordinator
prior to embarking on this programme of study. The study pathway may subsequently
altered provided that such alterations have been negotiated with the Awards Co-
ordinator, are consistent with the framework aims and objectives and comply with the
criteria for the named award.
27
B8. PgC / PgD / MSc Social Work
This suite of awards is available to qualified Social Workers.
Specific Aims
This award aims to continue the professional development of social workers to enable
them to have an independent, analytical and critical approach to learning, in order to
become expert practitioners with advanced theoretical knowledge and mastery of
reasoning skills in the practice of social work. It aims to produce post-graduates who
can demonstrate an evaluative and evidence based approach to client care with
particular regard to the practice of social work
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria with
the addition that all students undertaking this award route must have a recognised
qualification in social work
Curriculum Diagram
.
Exit Award Modules to be undertaken
MSc Social Work 180 M Level points of which at least 50% of the taught
modules will be social work specific, including Dissertation
(HSCMF03) in a social work issue. Taught modules must
include HSCMF01 Research Methods in HSC (or
equivalent) which must be successfully completed before the
dissertation is attempted.
PgD Social Work 120 M Level points of which at least 50% will normally be
social work specific.
PgC Social Work 60 M level points of which at least 30 points will normally
be in a social work related module
Note – The modules to be undertaken for this award (study pathway) should be
negotiated with the Social Work Awards Co-ordinator prior to embarking on this
programme of study. The study pathway may subsequently altered provided that such
alterations have been negotiated with the Awards Co-ordinator, are consistent with the
framework aims and objectives‟ and comply with the criteria for this named award.
.
28
C. Generic Awards
PgC / PgD / MSc Health & Social Care
This suite of awards are available to;
1. Qualified / practicing Health and Social Care professionals who are not
Occupational Therapists, Physiotherapists, Podiatrists, Radiographers or Social
Workers
2. Qualified Occupational Therapists, Physiotherapists, Podiatrists, Radiographers or
Social Workers whose module portfolio does not allow the award of a specific or
profession named award.
Specific Aims
This suite of awards aims to continue the professional development of appropriately
qualified, health & social care professionals, to enable them to have an independent,
analytical and critical approach to learning, in order to become expert practitioners
with advanced theoretical knowledge and mastery of reasoning skills in the practice of
their particular discipline. It aims to produce post-graduates who can demonstrate an
evaluative and evidence based approach patient / client care. This award is
particularly for those professionals whose first (professional) qualification precludes
them from other named awards or for those professionals whose module portfolio
precludes them from other specific named awards.
Admission Criteria
Admission criteria are consistent with the overall framework admissions criteria.
Curriculum Diagram
Exit Award Modules to be undertaken
PgC Health & Social Care Any modules from the framework (or
equivalent) of 60 M Level Points in total
PgD Health & Social Care Any modules from the framework (or
equivalent) of 120 M Level Points in total
MSc Health & Social Care 180 M Level points (from the framework)
including Dissertation (HSCMF03).
Taught modules must include HSCMF01
Research Methods in HSC (or equivalent)
which must be successfully completed
before the dissertation is attempted.
29
Availability of Modules
Not all framework Modules will be offered in every academic year. Normally the
Core modules (Research Methods in HSC and the Dissertation) will be offered every
academic year, while all other framework modules will normally be offered every
second year as detailed in the table.
Modules in the framework will only run if sufficient numbers of students apply to
undertake the module thus making the module academically and financially viable.
Final decisions on the viability of modules will be taken at the end of July each
academic year.
Modules in the framework reflect trends and current issues in professional practice.
Consequently a number of modules may have a limited lifespan. No modules in the
framework are offered in perpetuity.
30
5. SUPPORT FOR STUDENTS AND THEIR LEARNING
Admissions Process – All students applying to undertake modules in the framework
are interviewed by the appropriate Admissions Co-ordinator. At the time of this
interview the level of work, commitment and students aspirations are discussed.
Where appropriate, a programme of pre-module study will be outlined.
Pre-module Packs – In all modules a pre-module pack is sent to each student 4 weeks
prior to the start of the module. This pack includes module information etc. but also
suggested pre-reading and other appropriate preparatory study material.
Student handbooks and module descriptors detailing learning methods, learning
outcomes and assessment strategies and resources are issued to all students 4 weeks
prior to the commencement of the module.
Induction programme – An induction programme for all new students is organised for
the first session of Teaching Block A. The purpose of this session is to introduce
staff, familiarise students with the University resources, advise on part-time study and
reiterate the responsibility of the students have as adult learners. The skills required
to undertake post-graduate study are also discussed.
CLIC (Caledonian Library and Information Technology Centre), including
Open access to IT Facilities when on campus.
Open access to Programme team including e-mail and telephone/fax and other
IT Portals.
Access to Effective Learning Service for guidance and support.
Computer assisted learning facilities on campus.
IT Portals - Blackboard, My Caledonian .
GCU Module in Basic ICT Competency.
Group & individual study facilities when on campus.
Off campus access to search facilities and e-journals, e-books.
Studies Advisors – Each student is allocated a Studies Advisor at the commencement
of their programme of study. This Studies advisor will be for the module if the
student is undertaking a stand alone module or for the duration of their approved
study pathway. This role encompasses academic as well as pastoral responsibilities.
Student/staff ratios which are typically 10:1. In most modules the SSR is low and is
often less than 10:1. On core modules the SSR may be higher.
Programme of seminars, key-note lectures and presentations from acknowledged
experts in the particular field. Many of these presentations will be from experts
external to the university.
31
Peer assisted study sessions are utilised in many modules to engender learning,
encourage exchange of experiences and provide the basis of peer supported learning
Practice Links / Site Visits – The School has links with many and varied
clinical/practice sites throughout West Central Scotland. These links/sites are utilised
where appropriate to aid learning.
KIT Strategies – In all modules strategies are in place to ensure that students “keep in
touch” during “off Campus” learning periods.
32
6. CRITERIA FOR ADMISSIONS
Post-graduate students admitted to the programme will normally be registered health
and social care professionals with nationally recognised first qualification in their
discipline. Applicants will normally be expected to have an honours degree (Second
class or above) in their professional discipline. However, degree level qualifications
(particularly honours level) are fairly new in many of the professions and
consequently a number of applicants may hold professional diploma‟s. Those who
hold an unclassified degree or professional diploma will normally be expected to have
at least two years professional work experience before being admitted on to this
programme of post-graduate study. This policy is in line with other academic
institutions and is common practice in the sector.
Post-graduate students who are not registered health and social care professionals
may, at the discretion of the Framework Co-ordinator / Framework Admissions Co-
ordinators, enrol as associate students and undertake modules within the framework.
Such associate students will accumulate M level credit for successful completion of
modules.
The admissions criteria for module enrolment as a stand-alone option will be the same
as for the full programme, though may be varied, as deemed appropriate and to the
applicants academic advantage, by the Framework Co-ordinator / Framework
Admissions Co-ordinators, provided such variations are consistent with university
policies and with the programme philosophy.
While many of the health and social care professionals applying to the programme
may be graduates at ordinary or honours degree level it is anticipated that a number
may be diplomates. All such applicants will be eligible for entry to the programme.
In cases where there is no history of recent educational experience, evidence of
awareness of research methodologies and attainment of basic IT skills, applicants will
be expected to undertake a short course of self-directed study, prior to the
commencement of the programme, in order to gain the skills required for masters
level learning. Support is also available and organised by the Effective Learning
Centre (ELC).
Such students are offered and encouraged to;
1. Visit the on-line resources on critical reading, literature searching and report
writing that are supplied in their induction pack which is normally sent out at least 4
weeks prior to the first teaching block (i.e. mid August).
2. Attend the seminar day in early November which is organised by the ELC. This
day includes workshops on critical reading and report writing with the opportunity for
one to one sessions for students and can be particularly related to courseworks already
set (in September) and partially completed by the student. This allows the student to
identify areas of weakness and the ELS to instigate timely remedial action.
3. Utilise the support resources available in CLIC and from the ELC.
All post-graduate students will be required to undertake the university‟s basic ITC
skills programme / assessment, which is compulsory for all students from the
academic year 2003/2004. Exemption will be awarded to students who have evidence
33
of successful completion the GCU Basic IT Skills programme or equivalent from
another institution.
Restriction of Entry to Award Pathways Related to Entrance Qualifications
The awards of MSc Occupational Therapy, MSc Occupational Therapy
(Forensic Studies) and MSc Occupational Therapy (Employment
Rehabilitation) are restricted to State Registered Occupational Therapists only.
The awards of MSc Physiotherapy, MSc Manual Therapy, MSc Cardiac
Rehabilitation, PgD Physiotherapy, PgD Manual Therapy, PgD Cardiac
Rehabilitation, PgC Physiotherapy, PgC Manual Therapy and PgC Cardiac
Rehabilitation are restricted to State Registered / Chartered Physiotherapists
only.
The awards of MSc Podiatry, PgD Podiatry and PgC Podiatry are restricted to
State Registered Chiropodists (Podiatrists) only.
The awards of MSc Social Work, PgD Social Work and PgC Social Work are
restricted to qualified Social Workers only.
The Admissions Process
Admission to the programme is initially via the Framework Admissions Co-ordinators
and centrally through the University‟s Department of Academic Administration.
There is an admissions co-ordinator for each of the professional groups in the School.
Applications for entry from prospective students with non-standard entry
qualifications or from those who are not registered/qualified health & social care
professionals will be referred, in the first instance, to the Framework Co-ordinator.
Where appropriate the application will be sent to the Framework Admissions Panel
for scrutiny and final decision. This panel will comprise Framework Co-ordinator,
Framework Admissions Co-ordinators and any other member of academic staff, as
deemed appropriate, to facilitate an equitable and academically sound decision.
Admissions to the programme comply with the Glasgow Caledonian University
Admissions Policy and General Entrance Requirements.
All eligible applicants will be offered an informal interview with the appropriate
admissions co-ordinator, prior to embarking on the programme of study. In
circumstances where face-to-face contact is impractical then the interview may be by
telephone or other electronic means. At this time the nature, extent, expectations,
commitment and level of work of post-graduate study at master‟s level will be
discussed.
34
Study Pathway Process
During the admissions process, and normally at the prospective student‟s interview
with the admissions co-ordinator, a proposed programme of study, including
anticipated time scales will be agreed. The proposed study pathway will be
documented and approved for sequencing, balance and consistency with the
programme aims and outcomes.
The purpose of the study pathway approval process is to ensure that the proposed
programme of study meets the post-graduate students‟ needs and aspirations, is
consistent with the post-graduate students past educational experiences and
achievements and is attainable and sustainable.
Normally the post-graduate student will enrol on the SHSC MSc Framework or as an
associate student undertaking a stand-alone module.
The programme structure allows for considerable flexibility of choice for the post-
graduate student in that it is theoretically possible for this programme to be
completed, in three semesters (i.e. full-time). However, the programme team
recognise that this is not always practical or desirable, for the working professional.
Consequently the programme team, recommend where the student is employed full-
time, that a maximum of two modules is undertaken in any academic year, allowing
programme completion within three academic years (6 semesters).
Flexibility of study options will be available to the post-graduate student and the
proposed programme of study may be altered or amended as approved by the Awards
Co-ordinator, provided the amended programme of study is in keeping with the
programme aims and outcomes and is consistent with the university regulations.
Should a student opt not to discuss and agree a study pathway, prior to entry into the
programme, this student will be considered as an associate student enrolled on a
stand-alone module. On successful completion of this module a further opportunity to
discuss and agree an appropriate study pathway will be offered. The student may
then be enrolled on the Masters Framework, should they wish to continue
accumulating credit towards a named award.
Accreditation of Prior Experiential Learning (APEL)
Many health-care professionals have a wealth of experience within their particular
field of practice and may have considerable evidence of CPD. The Framework Team
values that experience and consequently support the principles of APEL
(Accreditation of Prior Experiential Learning). The process of APEL within the
university is guided by the APEL Manual for Good Practice in Higher Education
(1996). This manual, developed as a collaborative project between this university and
the universities of Glasgow, Paisley and Strathclyde, was funded by the Scottish
Higher Education Funding Council (SHEFC).
All post-graduate students wishing to apply for credit of prior experiential learning
will be interviewed by the Framework Co-ordinator / Awards Co-ordinator. Whether
APEL is the most appropriate option for the student will be discussed and the decision
formally recorded. Post-graduate students claiming APEL will be supported, by the
35
programme team, to develop a portfolio as evidence of learning. The Programme
Board will consider claims for specific credit.
Accreditation of Prior Formal Learning (APFL)
A post-graduate student may apply for accreditation of prior formal learning (APFL)
or apply for transfer of credit from another institution. Such applications, together
with supporting evidence, will initially be considered by the Framework Co-ordinator
and appropriate Awards Co-ordinator and will be scrutinised for consistency with the
programme aims and outcomes and with the university regulations. The Framework
Co-ordinator will present a report to the Programme Board for final decision.
Should a post-graduate student apply for APFL or apply for transfer of credit from
another institution, evidence of successful completion of 30 SHE M points of
equivalent study in research methodologies must be presented prior to commencement
of the masters dissertation module.
Mature and Overseas Students
The framework is intended as a flexible post-graduate study option for practicing
professionals in health and social care. Consequently the students applying for the
programme will all be „mature‟.
Applications from overseas students with first qualifications that are comparable with,
or equivalent to nationally (British) accepted qualifications in health and social care
will be accepted for entry to the programme. The block teaching structure supports
application from overseas students, in that long term attendance at the University is
not required and therefore is less likely to preclude such applicants.
However, in instances where named awards lead to qualifications, conferring a licence
to practice or an extension to practice, the rules and regulations of the appropriate
Professional and / or Statutory Bodies will be adhered to in all cases.
N.B. For admissions purposes the term „health and social care professional‟ will
include members of the following professions.
1. The constituent professions in the School of Health and Social Care:
Occupational Therapists, Physiotherapists, Podiatrists, Radiographers,
Radiotherapists, Social Workers.
2. And other health and social care professionals including Speech and Language
Therapists, Orthotists, Prosthetists, Nutritionists, Dieticians, Psychologists,
Biomedical Scientists, Medical Practitioners, Optometrists, Orthoptists, Nurses
and Midwives.
36
7. METHODS OF EVALUATING AND ENHANCING THE QUALITY
AND STANDARDS OF TEACHING AND LEARNING.
Mechanisms for review and evaluation of teaching, learning assessment, the
curriculum and outcome standards:
1. University Module Reviews including:
Student feedback questionnaire (electronic)
Student Staff Consultative Group Minutes
Module evaluation reports
2. Annual Framework Improvement Plan, which is co-ordinated by the Framework
Co-ordinator and scrutinised by the School Academic Practice Committee and the
School Board.
3. Periodic Internal Review as required by Senate and with due regard to QAA
Guidelines.
4. Staff Development and Performance Review within the governance of the School
of Health & Social Care.
5. Peer Support of Teaching which operates within the governance of the School of
Health & Social Care.
6. The Framework Programme Board which has ultimate responsibility for the health,
effectiveness and development of the framework.
7. External Examiners Reports
8. Internal Quality Audit.
9. Thematic Audits
10. Professional / Statutory Body Reviews
Committees with responsibility for monitoring and evaluating quality and standards.
School Board
Master‟s Framework Programme Board
Master‟s Framework Assessment Board
School Academic Practice Committee
Student Staff Consultative Group
Mechanisms for gaining student feedback on the quality of their leaning experience.
Student Staff Consultative Groups
Module Evaluation Questionnaires (Electronic)
37
Module Review Reports
Student / Studies Advisor interviews
Staff Development Priorities include:
Staff personal development as identified in SDPR process including; scholarly
activity: research; knowledge transfer; professional development and peer review.
The School has developed a staff development policy within which there is a
commitment to ensure staff are adequately supported to engage in research capable of
supporting post-graduate teaching.
These processes are detailed in the School of Health & Social Care Plan for 2003/04
to 2006/07.
38
8. ASSESSMENT REGULATIONS
All assessments in this programme are governed by the Glasgow Caledonian
University Assessment Regulations except where programme specific regulations
apply.
Assessment within this programme is related to the awards of:
MSc Occupational Therapy
MSc Occupational Therapy (Forensic Studies)
MSc Occupational Therapy (Employment Rehabilitation.)
MSc Physiotherapy
MSc Manual Therapy
MSc Podiatry
MSc Cardiac Rehabilitation
MSc Occupational Health
MSc Radiation Oncology
MSc Diagnostic Imaging
MSc Social Work
MSc Health & Social Care
PgD Physiotherapy
PgD Manual Therapy
PgD Podiatry
PgD Cardiac Rehabilitation
PgD Occupational Health
PgD Diagnostic Imaging
PgD Radiation Oncology
PgD Social Work
PgD Health & Social Care
PgC Physiotherapy
PgC Manual Therapy
PgC Podiatry
PgC Podopaediatrics
PgC Podiatric Sports Medicine
PgC Podiatric Diabetology
PgC Podiatric Neurovascular Studies
PgC Radiographic Image Interpretation
PgC MRI
PgC Cardiac Rehabilitation
PgC Radiation Oncology
PgC Diagnostic Imaging
PgC Social Work
PgC Evidence Based Practice
PgC Health & Social Care
PgC Occupational Health
and to the accumulation of SHE M level credit for the successful completion of
modules within the programme. All such awards/accumulation of SHE M level
credit, will be considered under one Post-graduate Assessment Board. This board will
be entitled the Assessment Board for the SHSC Masters Framework.
39
Programme Assessment Regulations and Exit Awards
The University post-graduate assessment regulations shall apply to all modules of the
framework, irrespective of the number of credit points allocated.
Assessment Rules
The minimum Pass mark is 50% for each module.
Exception – Advanced Radiographic Image Interpretation (PPRDI02). This
]module will have a pass mark of 95% for the final clinical examination
component to ensure advanced practitioner competency. This mark will then
be normalised to give a pass mark of 50%.
An overview of assessment regulations is provided to students in the
Programme Handbook and in module guides. Full details of the university
assessment regulations can be found in the University Assessment Regulations
and Appendices to the University Assessment Regulations. Available at
http://www.gcal.ac.uk/internal/regs2002.doc
Masters Awards with Distinction
Post-graduate students may gain an award “with distinction” if the student
has passed all elements of assessment at first diet with an overall average mark
of 70% or more, and no mark below 55%. For the award of Masters of
Science with Distinction a minimum mark of 70% will be required in the
master‟s dissertation module.
Role of the External Assessor
The School is responsible for appointing an external assessor to be associated with the
programmes it is administratively responsible. Nominations for the post of external
assessor are considered and approved by a sub-group of the Academic Practice
Committee.
The duties of an external assessor can be found in Appendix 2, paragraphs 2.8 and 2.9
of the Appendices to the University Assessment Regulations.
External Assessors to the School of Health and Social Care Masters Framework are
appointed per module or cluster of modules and not per programme. This reflects the
diversity of modules available to students undertaking the framework and the
consequent broad spectrum of expertise required from external assessors.
Masters Dissertation
The dissertation is the culmination of independent study at masters‟ level where the
post-graduate student will plan and execute a research project that contributes to
professional knowledge. The dissertation is the central element of masters‟ study
where the philosophy is one of enquiry, characterised by the responsibility for self led
learning, reflection on experiences and critical appraisal of working practices.
Post-graduate students are required to explore an aspect of professional practice, or a
related area. The School operates a policy of publication of research themes that can
40
be supported and resourced. Normally a post-graduate student would be expected to
select an appropriate area of research from the published themes.
The dissertation will include quantitative and / or qualitative data, which has been
collected in the laboratory, in the work place or with the aid of an external agency. In
undertaking the dissertation, post-graduate students are expected to demonstrate skills
of scientific research and to produce work of high academic standard, which is
ultimately suitable for publication in a peer reviewed journal. The guidelines for the
SHSC Masters Framework Dissertation comply with the School of Health and Social
Care Assessment Procedures and with the Glasgow Caledonian University Guidelines
for Project and Dissertation Supervision.
N.B. Further details of SHSC Masters Framework Dissertation Module are available
in the module descriptor (HSCMF03) attached to this document as an appendix and
also in the SHSC Masters Framework Dissertation Guidelines.
41
9. INDICATORS OF QUALITY AND STANDARDS.
Details of Approval and Review Events.
The MSc Physiotherapy Programme was first approved in April 1995 and reviewed in
November 2000.
The MSc Radiography Programme was approved in June 2002
The MSc Podiatry Programme was approved in June 2002
The School of Health and Social Care Masters Framework for the Professions in
Health & Social Care which incorporates the above programmes and proposes new
routes, modules an awards is due for scrutiny by an approval panel on May 29th 2003
Module Monitoring/ Review – Modules are monitored by the Framework Board via
an annual module report. This report includes such issues as pass-rate
statistics, student feedback and external assessors comments. The report is
considered at the first Framework Board held after completion of the module.
The Framework Board will identify action points as appropriate.
Annual Monitoring – An Annual Improvement Analysis is completed by the
Framework Co-ordinator at the end of each academic year. This report
considers such issues as External Assessors Reports, student feedback via the
various mechanisms, resource issues, staff development issues and internal
review. This report is considered by the Framework Board and a sub-group of
the School Academic Practice Committee,
PAB Accreditation Visits and Reports – In general approval / accreditation from
appropriate Professional or Statutory Bodies is not required for this
programme of post-graduate study. However certain profession specific
awards confer or imply extensions to practice and therefore approval /
accreditation from the appropriate Professional Body is appropriate.
The MSc Manual Therapy is approved by the MACP (A specialist
professional group which is affiliated to the Chartered Society of
Physiotherapists).
The MSc Podiatry is approved by the Society of Chiropodists and Podiatrists.
The MSc Radiography is approved by the College of Radiographers.
The MSc Occupational Health is approved by the ACPOHE (Association of
Chartered Physiotherapists in Occupational Health and Ergonomics)
QAA Subject Reviews – Under-graduate subject reviews have been completed for
Occupational Therapy (awarded highly satisfactory), Physiotherapy (awarded
excellent), Radiography (awarded highly satisfactory) and Social Work
(awarded highly satisfactory),
External Assessors Reports – External Assessors Reports are required under the
University Assessment Regulations. The duties of an external assessor can be
found in Appendix 2, paragraphs 2.8 and 2.9 of the Appendices to the
University Assessment Regulations.
42
10. INFORMATION ABOUT THE PROGRAMME.
This specification provides a concise summary of the main features of the programme
and learning outcomes that a typical student might be reasonably be expected to
achieve if he/she takes full advantage of the learning opportunities that are provided.
More detailed information on the learning outcomes, content, teaching and leaning
strategies and assessment methods may be found in the School of Health and Social
Care Masters Framework for the Professions in Health & Social Care Submission
Document.
Key information on the programme can be found in:
SHSC Masters Framework for the Professions in Health & Social Care Submission
Document.
SHSC Masters Framework for the Professions in Health & Social Care Programme
Handbook
SHSC Masters Framework for the Professions in Health & Social Care Module
Handbooks
Glasgow Caledonian University Web Site
School of Health & Social Care Website – Masters Framework Pages with links from
Divisional Pages
University Prospectus - SHSC Masters Framework for the Professions in Health &
Social Care
University Module Catalogue
School of Health & Social Care Publications
43
Glasgow Caledonian University
School of Health & Social Care
Master of Science Framework
for the
Professions in Health & Social Care
Supplementary Information
44
MANAGEMENT STRUCTURE AND QUALITY ASSURANCE
MECHANISMS
Introduction
The School of Health and Social Care comprises five academic Divisions:
Occupational Therapy, Physiotherapy, Podiatry, Radiography and Social Work. The
Head of each academic Division is responsible for the academic leadership within that
planning unit. The Post-qualification Masters Framework is a cross School initiative
which is supported by all five Divisions. The Framework is led by a Masters
Framework Co-ordinator who is assisted by Award Co-ordinators from each Division.
The Framework is also supported by the School Management Team.
To facilitate the delivery of the Masters Framework programme, many of the School
staff have academic and administrative responsibilities. In addition to School staff,
the programme will be supported by external expert lecturers and academic staff from
other University Schools. Work in the Framework is supported by administrative and
technical staff.
45
The Management of the SHSC Masters Framework (Organisational Chart)
Dean of School
School Manager
School Board School Management
Team
Masters Framework
Co-ordinator
Award Co-ordinators
Masters Framework
Board
SSCG Assessment
Board
46
The Role of Schools
Schools are responsible to Senate, through their respective Academic Quality and
Standards Committees, for ensuring the effective design and implementation of
processes and procedures to review, monitor and enhance the quality and standards of
their academic provision, and through the Learning and Teaching Committee for the
implementation of the Learning and Teaching Strategy.
The Role of School Boards
School Boards are responsible to Senate for ensuring the appropriateness of the
human and physical resources underpinning the quality and standards of the academic
provision within their constituent disciplines. With respect to human resources,
School Boards are further responsible for the review of their research and staff
development strategies to ensure that provision is underpinned by relevant scholarly
and professional activity. School Boards are also required to ensure that the provision
they develop and offer is consistent with the academic policy and programme strategy
of the University. To these ends School Boards are responsible for liaison with
Programme Boards.
Terms of Reference of School Boards:
1. To contribute to the strategic plan for the University.
2. To contribute to the strategic plans in the School.
3. To monitor the operation of all taught programmes within the School.
4. To monitor the research, ethics, health and safety, admissions, quality
assurance, learning, teaching and assessment and commercial activity within
the School.
5. To ensure those resources, both human and physical are appropriate to
underpin the quality and standards of programme provision within the School.
6. To ensure that all taught provision developed and offered is consistent with the
academic policy and programme strategy of both School and University.
7. To develop new and existing modules and to determine appropriate standards
in relation to the level of the module.
8. To develop appropriate learning, teaching and assessment strategies for each
module, consistent with the learning objectives of the programme(s) to which
the modules are delivered.
9 To review staff development needs and to ensure that programmes are
supported by relevant scholarly and professional activity.
10. To monitor the delivery and enable the enhancement of the quality and
standards of modules within their remit.
11. To undertake an annual analysis of a range of performance indicators.
12. To ensure the academic health of all modules for which the Board has
responsibility
Membership of School Boards:
Dean of School (Chair)
Elected members of the School Staff
Clerk – Assistant Registrar
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The Role of Masters Framework Programme Board
The role and terms of reference for the Masters Framework Programme Board are
detailed under Section 4 of the University Handbook of Procedures for Academic
Quality, approved by Senate in October 2002.
In summary the Programme Board has specific responsibilities to:
1. monitor and maintain academic standards within programmes;
2 ensure quality of the student experience within programmes;
3. fulfil the functions outlined in the University Handbook of Academic Quality
Management of the Continuous Quality Improvement Process (approved by
Senate October 2002), related to modules within programmes;
4. ensure the academic coherence and development within programmes;
5. create and maintain Programme Specification;
maintain relationships with professional and statutory bodies related to
programmes;
7 consider in a timeous manner external assessor reports from Assessment
Boards;
8. establish a Student Staff Consultative Groups (SSCG) under the terms of the
guidelines agreed by Senate;
9. maintain effective links with relevant Professional and Statutory Bodies and to
ensure that quality assurance and academic standards activities at the
Programme level are informed by the requirements of these bodies;
10. produce an Continuous Quality Improvement Plan, together with, if
appropriate a Programme Action Plan, for submission to the School Board and
Quality Office;
11. receive reports from all standing committees of the School Board as relevant.
Membership
Dean of School (ex officio)
Librarian (ex officio)
Framework Co-ordinator
Awards Co-ordinators
Module Leaders (Modules running in the current academic session)
Student Representatives
Clerk - Programme Administrator
Accountability: - The School Board / School Management Team.
SHSC Masters Framework Assessment Board
The school has separate assessment boards for each of its programmes. The
Assessment Board membership and responsibilities are set out in the University
Assessment Regulations . The Assessment Board will apply the regulations for
assessment, consider special factors properly notified to the Board and determine if
candidates have satisfied the conditions for the attainment of M Level credit, or for
attainment of exit awards.
48
Membership of the SHSC Masters Framework Assessment Board:
Chair (Framework Co-ordinator)
External Assessors
Internal Assessors
Awards Co-ordinators
Dean of School
Chair of Senate (or the nominee from the Principal‟s Group) (ex officio)
Clerk - Programme Administrator
Accountability:
The School Board
The School Management Team
SHSC Masters Framework Programme Board
The Student/Staff Consultative Group
The composition and operation of the SSCG is contained in Paragraph 5.5 of the
University Handbook of Academic Quality Management of the Continuous Quality
Improvement Process. The purpose of the group is to:
1. act as an effective and representative consultative forum in which students and
staff meet to discuss matters of mutual interest and concern arising from the
content, teaching and development of the programme and any other aspects of
the student experience at Glasgow Caledonian University;
2. provide an opportunity to obtain views representative of students on all levels
and modes of the programme and to take these into account in contributing to
the programme monitoring and development processes;
3. provide feedback to students on how the programme or the University more
widely, has responded to concerns raised by students.
Membership:
There shall be a majority of student members over staff members
Elected students representing the module cohort
Module Leader
Award Co-ordinator / Framework Co-ordinator
Clerk - Nominated member of staff
Accountability:
The School Board
The School Management Team
The SHSC Post-qualification Masters Framework Programme Board
49
The Framework Co-ordinator
Each taught programme within the school is led and co-ordinated by a Programme
Organiser. The Post-qualification Masters Framework is led and co-ordinated by a
Framework Co-ordinator whose roles and responsibilities are: :
1. to assign, with the Dean of School, Head‟s of Divisions and Awards Co-
ordinators, teaching and administrative roles appropriate to the delivery of the
core, generic and profession specific modules within framework;
2. to co-ordinate the framework team in professional, academic and
administrative issues relating to the programme;
3. to communicate with the School Management Team and School Board
regarding all aspects of framework operation;
4. to represent the programme within the University;
5. to chair the appropriate Framework Boards.
6. contribute to the operation of the School Admissions Development Group.
7. to co-ordinate the provision of all marketing and advertising material for the
framework
8. to report to the Dean of School and School Management Team regarding all
aspects of admissions to the framework.;
9. to co-ordinate and publish an assessment calendar for the framework.
10. to administer applications from prospective students who do not have a
professional qualification in Occupational Therapy, Physiotherapy, Podiatry,
Radiography or Social Work.
Awards Co-ordinators
1. to co-ordinate issues related to the delivery of profession specific modules
within the framework;
2. to liase with Framework Co-ordinator, professional bodies and statutory
bodies, where appropriate, on profession specific issues related to the
framework;
3. to represent the framework at divisional level;
4. to assist the framework co-ordinator in profession specific issues related to the
framework;
5. to ensure appropriate communications occur with profession specific external
assessors;
6. to assist the framework co-ordinator in assessing applications (profession
specific) from prospective students with non-standard entrance qualifications;
7. to assist the framework co-ordinator with resolution of issues raised by
students via the various student feedback mechanisms.
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Module Leaders
The roles and responsibilities of the Module Leader in conjunction with the module
team are:
1. to produce and update module handbooks;
2. to communicate regularly with the module team and arrange appropriate
induction for new team members;
3. to set assessment questions and to liase with external assessors in relation to
the submission of proposed assessment details and completed assessments;;
4. to liase with the Awards Co-ordinator (Profession Specific Modules) or
Framework Co-ordinator (Core/Generic Modules) at the various stages of the
assessment scrutiny process (see School Assessment Handbook);
5. to allocate marking within the team and organise initial double marking of
scripts;
6. to collate marked scripts and prepare material to be sent to the External
Assessor;
7. to ensure appropriate feedback is provided for students for both coursework
and examinations;
8. to ensure appropriate representation of the team at assessment board meetings
for both diets;
9. to produce an annual module report, over and above the University module
evaluation questionnaire, to be submitted to the Framework Co-ordinator;
10. in consultation with the Awards Co-ordinator (Profession Specific Modules)
or the Framework Co-ordinator (Core/Generic Modules) to grant extensions
for submission of coursework if reason(s) for request for an extension are
thought valid. The documentation related to the granting of an extension must
be complete and lodged in the student‟s folder in the central office (see
Assessment Handbook).
Admissions Co-ordinator
Within each academic division there is an academic member of staff acting as the
Post-graduate Admissions Co-ordinator. The Post-graduate Admissions Co-ordinator
has responsibility for co-ordinating a staff team dealing with all aspects of admissions.
The responsibilities of the Admissions Co-ordinator are as follows:
1. to liase with School and University staff responsible for the organisation of
admissions procedures.
2. to co-ordinate, within each division the processing of admissions to the
framework.
3. to liase with the Framework Co-ordinator on all issues relating to admissions
to the framework
4. to assist the framework co-ordinator in assessing applications (profession
specific) from prospective students with non-standard entrance qualifications;
5. to provide informed support during the admissions process for students with
special needs;
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Framework Quality Assurance Co-ordinator/ Divisional Quality Assurance
Co-ordinator
Each division within the school has a named member of academic staff who is
responsible for the duties of Quality Assurance Co-ordinator. The divisional Quality
Assurance Co-ordinator will also be responsible for the profession specific modules
within the framework. The core/generic modules within the framework will be the
responsibility of the Framework Quality Assurance Co-ordinator. The roles and
responsibilities of the Framework/Divisional Quality Assurance Co-ordinators are:
1. to participate in the activities undertaken by the School Quality Assurance
Development Group;
2. to communicate all aspects of quality assurance to appropriate Framework Co-
ordinator, Module Leader and academic staff within the division/school;
3. to co-ordinate the quality assurance processes for all aspects of academic
practice within the division/framework;
4. to liase with the Quality Assurance Development Group on all aspects of
Quality Assurance within the division/framework;
5. to communicate all aspects of quality assurance to the Framework Board. and
Framework Co-ordinator;
6. to contribute to the process of ensuring that the curriculum is consistent with
relevant level descriptors (SHE5);
7. to assist in the implementation of quality assurance practices determined by
the University at school and divisional level.
The Project/Dissertation Co-ordinator
The Masters dissertation represents a substantial element of academic work
contributing to postgraduate awards. Within each division a member of staff has
responsibility for the co-ordination of both student and staff activity associated with
project work. The roles and responsibilities of the Project Co-ordinator are:
1. to implement the procedures detailed in the project handbook to support the
staff and students engaged in undergraduate or postgraduate project work.
2. to co-ordinate the allocation of projects and supervisors to students.
3. to administer systems for monitoring the ethical and resource issues associated
with undergraduate and postgraduate project work.
4. to co-ordinate the assessment process for undergraduate projects.
5. to submit agreed assessment marks for undergraduate and postgraduate
projects to the appropriate Progression and Awards Board.
6. to submit a module report to the divisional Quality Assurance Co-ordinator.
52
Special Needs Co-ordinator
In order to support the university aim to increase wider participation and to facilitate
students with special needs, who may be accepted to taught programmes, there is a
need to identify a designated member of staff within the framework with
responsibilities to support these students. The special needs co-ordinator supports
students with special needs within the division. The roles and responsibilities of the
Special Needs Co-ordinator are:
1. to provide informed support during the admissions process for students with
special needs.
2. to provide information to Admissions Co-ordinators and other academic staff
regarding support for students with special needs.
3. to co-ordinate the assessment of potential applicants with special needs carried
out centrally.
4. to communicate and liase with university Schools capable of providing
assistance for students with special needs.
5. to monitor the special needs requirements of students engaged in the
framework programme. The Special Needs Co-ordinator operates at a
framework level and is required to communicate with the appropriate Module
Leaders.
Academic Adviser
In keeping with university policy, every student undertaking a taught programme is
allocated a member of academic staff to act as Academic Adviser for the duration of
their studies. It is the responsibility of staff to arrange communications with students
on a regular basis. The roles and responsibilities of the Academic Adviser are:
1. to arrange communications with students at least once a semester. N.B. Such
communications may be electronic.
2. when requested, to assist students with their personal problems, in absolute
confidence, and to direct/refer them to the appropriate university and external
agencies.
3. to give students accurate and sound academic advice.
4. to monitor and record student progress and discuss it with them.
5. to maintain a written record of meetings with individual students.
6. to be sympathetic to the academic and pastoral needs of students and any
difficulties which they may encounter. Most particularly identify, at the
earliest possible moment, any specific learning needs.
7. to ensure that students are informed of examination procedures, the
consequences of absenteeism from classes and the disciplinary codes
associated with such issues as plagiarism, misconduct and dishonesty.
53
STUDENT SUPPORT / COUNSELLING
Admissions Process – All students applying to undertake modules in the framework
are interviewed by the appropriate Admissions Co-ordinator. At the time of this
interview the level of work, commitment and students aspirations are discussed.
Where appropriate, a programme of pre-module study will be outlined
Pre-module Packs – In all modules a pre-module pack is sent to each student 3 to 4
weeks prior to the start of the module. This pack includes module information etc.
but also suggested pre-reading and other appropriate preparatory study material.
Student handbooks and module descriptors detailing learning methods, learning
outcomes and assessment strategies and resources are issued to all students 4 weeks
prior to the commencement of the module.
Induction programme – An induction programme for all new students is organised for
the first session of Teaching Block a. The purpose of this session is to introduce
staff, familiarise students with the University resources, advise on part-time study and
reiterate the responsibility of the students as adult learners and have the skills required
to undertake post-graduate study.
CLIC (Caledonian Library and Information Technology Centre), including
Open access to IT Facilities when on campus
Open access to Programme team including e-mail and telephone/fax
Access to Effective Learning Service for guidance and support
Computer assisted learning facilities on campus
IT Portals - Blackboard, My Caledonian
GCU Module in Basic ICT Competency
Group & individual study facilities when on campus
Studies Advisors – Each student is allocated a Studies Advisor at the commencement
of their programme of study. This Studies advisor will be for the module if the
student is undertaking a stand alone module or for the duration of their approved
study pathway. This role encompasses academic as well as pastoral responsibilities.
Student/staff ratios which are typically 10:1. In most modules the SSR is low and is
often less than 10:1. On core modules the SSR may be higher.
Programme of seminars and presentations from acknowledged experts in the
particular field. Many of these presentations will be from experts external to the
university
Peer assisted study sessions are utilised in many modules to engender learning,
encourage exchange of experiences and provide the basis of peer supported learning
54
Practice Links / Site Visits – The School has links with many and varied
clinical/practice site throughout West Central Scotland. These links/sites are utilised
where appropriate to aid learning.
KIT Strategies – In all modules strategies are in place to ensure that students “keep in
touch” during “off Campus” learning periods.
PROJECTS / DISSERTATIONS
The dissertation is the culmination of independent study at masters‟ level where the
post-graduate student will plan and execute a research project that contributes to
professional knowledge. The dissertation is the central element of masters‟ study
where the philosophy is one of enquiry, characterised by the responsibility for self led
leaning, reflection on experiences and critical appraisal of working practices.
Post-graduate students are required to explore an aspect of professional, or a related
area. The School operates a policy of publication of research themes that can be
supported and resourced. Normally a post-graduate student would be expected to
select an appropriate area of research from the published themes.
The dissertation will include quantitative or qualitative data, which has been collected
in the laboratory, in the work place or with the aid of an external agency. In
undertaking the dissertation, post-graduate students are expected to demonstrate skills
of scientific research and to produce work of high academic standard, which is
suitable for publication. The guidelines for the SHSC Masters Framework
Dissertation comply with the School of Health and Social Care Assessment
Procedures and with the Glasgow Caledonian University Guidelines for Project and
Dissertation Supervision.
N.B. Further details of SHSC Masters Framework dissertation Module are available
in the module descriptor (HSCMF03) attached to this document as an appendix and
also in the SHSC Masters Framework Dissertation Guidelines
ASSESSMENT POLICY
programme and are designed to enhance the post-graduate students learning
experience. The purposes of the assessments are to enable students to demonstrate
that they have fulfilled the aim and objectives of the programme of study, i.e. to
demonstrate that they are independent learners, capable of a critical and analytical
approach to lifelong learning and who can demonstrate their ability to be evaluative,
innovative and analytical in their approach to patient care and evidence based
practice.
The assessment methodology of the modules in this programme considers the skills
required to address these processes. Some examples are listed below:
critical reviews of clinical practice and current research evidence;
preparation of research proposals including ethical and resource issues;
55
project plans;
reports from focus groups;
research proposal;
critical evaluation of management strategies;
portfolio‟s of evidence.
PROGRAMME SPECIFIC ASSESSMENT REGULATIONS
The University post-graduate assessment regulations shall apply to all modules of the
framework, irrespective of the number of credit point allocated.
In all modules (except permitted under-graduate modules and Applications of
Radiographic Image Interpretation) the pass mark is 50% subject to the attainment of
at least 45% in each or any element of assessment and an overall aggregate mark for
the module of no less than 50%.
Exceptions – Advanced Radiographic Image Interpretation (PPRDI02). This module
will have a pass mark of 95% for the final clinical examination component to ensure
advanced practitioner competency. This mark will then be normalised to give a pass
mark of 50%.
N.B. This exception was approved at the MSc Radiography programme approval
event in June 2002. The Clerk to the Senate, with the agreement of the Head of
Academic Administration, does not require that this variation from the norm be
approved again.
Exit awards, are based on the accumulation of appropriate credit. In accordance with
the GCU Qualifications Framework, there is no maximum period of registration,
however a maximum registration period of five years is recommended.
Post-graduate students may gain an award “with distinction” if the student has
passed all elements of assessment at first diet with an overall average mark of 70% or
more, and no mark below 55%. For the award of Masters of Science with
Distinction a minimum mark of 70% will be required in the masters dissertation
module.
RESEARCH AND SCHOLARLY ACTIVITY UNDERPINNING THE
FRAMEWORK
Research Strategy
The School of Health and Social Care Research Strategy was revised in 2002 with the
mission to “serve society effectively by excellence in occupational therapy,
physiotherapy, podiatry, radiography and social work, lifelong education and
research, and to lead and respond to the developments in health and social care
through existing and developing partnerships”.
The research vision is one of a dynamic academic culture that is characterised by staff
who are productive in terms of research and scholarly activity capable of improving
56
health care and developing professional practice. To achieve the research mission it is
essential to create an environment, which not only is supportive and constructive but
also capable of providing critical analysis of research issues.
It is the responsibility of each member of academic staff to be involved in research
and scholarly activity as well as teaching and other duties. Research is an essential
factor underpinning all undergraduate and postgraduate programmes.
The School recognises internal and external factors will impact positively on research
development. From an internal School perspective it has been identified that existing
expertise and experience can be optimised by forming coherent research themes.
Staff research activity will be focused and developed within these themes with the aim
of developing specific expertise and reputation. These research themes will operate
internally by forming staff groups with a specific area of research linked to
professional practice and also involving external partners who share a common
interest and who are engaged in developing evidence in support of clinical practice.
In forming the research vision the School recognises a range of external opportunities
capable of shaping and influencing research within Occupational Therapy,
Physiotherapy, Podiatry, Radiography and Social Work. The School is committed to
supporting the development of clinical effectiveness within each of the professions.
Staff will strive to disseminate results of research in appropriate journals, academic
publications, and at both national and international conferences. In particular, the
research effort in partnership with clinical colleagues should be capable of
contributing to the formation of national clinical standards and guidelines. It is the
aim of the School that research effort should ultimately alter and improve current
clinical practice and patient care. The School will strategically concentrate on
research that is in line with national health priorities, those identified by professional
bodies and the aims of the University regarding teaching and learning practice.
“Teachability”
The “Teachability” Audit for the School of Health & Social Care is currently being
undertaken by Ms MCH Curr, Head of Division of Physiotherapy. At the time of
submission of this document the audit was incomplete.
The teaching team of the Masters Framework are aware of the issues raised by the
“Teachability” initiative and make every effort to accommodate students with
disability, impairment or ill-health and provide them with a useful and worthwhile
learning experience.
Staff Development Strategy
The core functions of the School of Health and Social Care are teaching at both
undergraduate and postgraduate levels, research, knowledge transfer and
administration. In fulfilling these roles, the School requires a highly skilled and
competent staff. The staff development policy has been designed to provide strategic
57
support for existing academic, technical and administrative staff, as well as supporting
new staff members contributing to the core functions of the School.
In developing a staff development policy the School recognises the following
principles -
1) Staff are the most valuable resource within the School.
2) The core functions of the School are teaching, research, knowledge transfer and
administration.
3) School support for Staff development activities should be aligned directly to the
core functions of the School.
4) School resources for staff development should be allocated with priority given to
identified areas of strategic importance or weakness.
Areas of strength include –
Occupational Therapy – Occupational Rehabilitation and Counselling
Physiotherapy – Musculoskeletal Physiotherapy and Cardiac Rehabilitation
Podiatry – Podopaediatrics, Diabetes Management and Podiatric Surgery
Radiography – Image interpretation and the administration of contrast media and
radioactive substances
Social Work – Residential Child Care Management and Mental Health and Addiction
These areas of strength are reflected in the Masters Framework module portfolio.
Full details of the School‟s Staff development Policy can be found in the School of
Health & Social Care – Staff Development Policy Document (STM02/7/048)
available in http://shscintranet.gcal.ac.uk/hscstaff/cpd_comm/cpddocs.html
58