PGCert Higher Education Global for technical professionals
Learn in an interactive digital learning environment and study when it suits you. Our experienced teacher educators are passionate about professional development and will help you develop professionally to achieve your career goals.
This course is offered to technicians in collaboration with the UK Institute for Technical Skills & Strategy.
Key information
Course starts:
January 2024
Application deadline:
4 December 2023
Induction dates:
Saturday 3 and Saturday 10 February 2024
(2.5 hours per day)
Study mode:
Part-time and online at times convenient to you
Modules:
Three x 20-credit modules
Hours:
Each module requires the equivalent of 200 learning hours which includes directed online learning activities, preparation for assessments and independent study
Course duration:
12 months
Fees:
£4,667
Course overview
Are you currently involved in teaching or supporting learning in higher education?
Would you like to enhance your practice and gain a better understanding of teaching, learning and assessment in higher education in a global context?
This is a professional programme designed for technical professionals as well as others who teach and support learning in higher education.
The PGCert Higher Education Global aims to develop you as a critically reflective practitioner who engages in ongoing development of your teaching, learning and assessment practices in higher education, informed by theory and practice.
You will gain a global perspective of higher education through cross-disciplinary interactions with peers, engagement with a range of literature and critique of policies and professional practices.
We have an engaged teaching team that is committed in supporting professionals involved in teaching and supporting learning in higher education institutions to thrive in their professional practice.
"For me as a student facing technician, the PGCert HE Global has really helped me empathise with the 'student's learning process'. I have a new found understanding into the foundations of teaching and how core teaching principles are developed into learning outcomes and strategies for feedback."
Jason Young, current PGcert HE Global student
Course content
The taught element of this course is made up of three 20-credit modules. Modules will run consecutively for approximately 14 weeks each (including assessment submission).
You will begin the course with an online induction, attendance at this is compulsory.
There are two parts to the induction, scheduled as follows:
- Induction 1: 3 February 2024 (2.5 hours per day)
- Induction 2: 10 February 2024 (2.5 hours per day)
You will spend time in our immersive digital environment for the induction over two weekends, with further support available at key points throughout the programme.
The induction event takes into consideration both the difficulties of asking you to spend two sessions online in real time and our desire to ensure that you get everything you need to begin the course with confidence.
Modules
Teaching and Supporting Learning
This module focuses on ensuring that you understand the context within which you are working and are able to plan and teach appropriate learning activities and support students effectively. The module starts with a focus on your own teaching and learning philosophy, role and context and explores the notion of a reflective practitioner. The focus then switches to your learners and explores theories of how learners learn. This is followed by a focus on planning and teaching learning activities and developing effective learning environments.
Course Design
This module entails reviewing and evaluating higher education course design from an enhancement perspective. This module builds on ‘Module 1: Teaching and Supporting Learning’ to allow you to examine deeper your current teaching context and undertake a review of learning experiences and assessment task design of a course/programme you teach or are planning to teach. This will vary depending on your context.
You will engage in a scholarly process of course design review and evaluation that combines exploring and reflecting on theoretical frameworks, current influences on course design, and quality assurance and enhancement frameworks.
Educational Inquiry
This module entails a demonstration of scholarship within the field of supporting teaching and learning in higher education. Building on previous modules, this module allows you to undertake a form of inquiry making full use of the knowledge and understanding already gained. Created to be responsive to your individual context and interests, you will be able to select a specific pathway or strand of activity that allows you to explore an aspect of your practice in depth. This could include developing an account of professional practice and directly apply for
Fellowship with the Advance HE, or developing a learning and teaching resource plan or developing a research proposal.
The above is a sample of the typical modules we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Modules (including methods of assessment) may change or be updated, or modules may be cancelled, over the duration of the course due to a number of reasons such as curriculum developments or staffing changes.
Assessment
Each module will be assessed by coursework and a range of methods are used, including written reports (no more than 4,000 words), oral recordings and written proposals. You must achieve a pass of 50% on each assignment.
Contact time and study hours
Each module requires the equivalent of 200 learning hours.
In modules 1 and 2 this will include approximately:
- 60 hours of directed online learning activities
- 90 hours preparation for formative and summative assessments
- 40 hours independent study
In module 3 this will include approximately:
- 20 hours of directed online learning activities
- 100 hours preparation for formative and summative assessments
- 70 hours independent study
The remaining 10 hours of time for each module is allocated to the induction event. Consequently, most students should aim to spend around 14 hours per week on study.
How you will learn
Distance learning is designed to be flexible, so you can choose where and when you study. This allows you to fit your course around work or other commitments and study at your own pace.
After you have completed the induction session, you will commence the web-based study component of the course. This will take place in our dedicated virtual learning environment (VLE) including online course materials, learning resources and regular tutorial support.
Our course provides an interactive learning experience where you will be encouraged to interact with other students, and each module will involve group activities such as using discussion boards and online collaboration software.
Entry requirements
All candidates are considered on an individual basis, and we accept a broad range of professional experience and qualifications. The entrance requirements for this course include:
- Undergraduate degree 2:2 (or alternative equivalent of other qualifications and professional knowledge)
- Work experience
- Applicants should be involved in teaching and/or supporting learning at a higher education institution
Additional information for EU/International students
Degree equivalents
We accept a wide range of qualifications from all over the world. For information on entry requirements from your country, see our country pages.
English language requirements
6.5 (no less than 6.0 in any element). As well as IELTS, we also accept other English language qualifications. This includes TOEFL iBT, Pearson PTE, GCSE, IB and O level English.
"It is a real privilege to join a community of learners who are engaged in exploring issues and challenges in teaching and supporting learning in higher education. Our course serves as a powerful platform for a diverse set of professional practitioners who bring with them rich experiences and expertise to develop their own practice and shape the future of their higher education contexts."
Dr Denise Sweeney, Course lead