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Enhancement Themes
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PDP, Research-Teaching, Graduate Attributes and Employability
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Case studies
Case study 01: Recognising M-Level, University of Bedfordshire
Case study 02: MA in Luxury Brand Management, Regent’s University London
Case study 03: Activity Led Learning (ALL) for Master’s Project, University of Coventry
Case study 04: Making the Most of Masters, Universities of Aberdeen, Edinburgh & Stirling
Case study 05: MA Childhood and Youth Studies, University Campus Suffolk
Case study 06: Masters of Science in Geographic Information Systems Technology, University of Arizona
Case study 07: Accounting and Finance, University of Stirling
Case study 08: Learning Methodologies, Queen Margaret University
Case study 09: MSc Psychology of Sport at the University of Stirling
Case study 10: MSc Adult Nursing and MSc Mental Health Nursing, University of the West of Scotland
Case study 11: International Business Programme, University of Greenwich
Case study 12: PGT Student Induction, University of Northumbria
Case study 13: I-SEE, Employability Skills, University of Aberdeen
Case Study 14: Master of Science programmes in Engineering and Management, University of Glasgow
Case study 15: Wide-ranging critital knowledge and understanding of a discipline, University of Glasgow
Case study 16: Master’s Internship Module, Coventry University Business School
Case Study 17: M.Litt in Classics, University of St Andrews
Case study 18: Master of Research in Clinical Practice, Kingston and St Georges University
Case study 19: Using research nodes to support Master’s students, Uppsala University
Case study 20: Curriculum Development for Practitioners, Murdoch University
Case study 21: Master’s programme in Development Practice, James Cook University
Case study 22: Group Working On Web-Based Distance Learning Courses, Leeds Metropolitan University
Case study 23: Transition into Postgraduate Study, University of Greenwich, London
Case study 24: Business Management Capability, Unitec Institute of Technology, Auckland
Case study 25: Pathways into the doctorate: The Australian experience, Australian National University
Mastersness Blog
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Transition skills and strategies
Recognition of Prior Learning Toolkit
A1 Developing understanding about RPL and engaging stakeholders
A1-1 Provide information and guidance
A1-2 Identify barriers and enablers to implementing RPL
A1-3 Develop a coherent vision and communications & engagement plan for RPL
A2 Exploring the changing learning landscape and needs for RPL
A2-1 Identify learner needs and profiles for RPL
A2-2 Identify employer and PSRB needs and profiles for RPL
A2-3 Identify institutional drivers, goals, policies and priorities that will influence departmental RPL policy
B1 Developing departmental policies and processes
B1-1 Establish the key components of the RPL process – stage 1: advice and guidance
B1-2 Establish the key components of the RPL process – stage 2: support
B1-3 Establish the key components of the RPL process – stage 3: recognition / assessment
B1-4 Establish clear roles and responsibilities for RPL
B1-5 Develop processes for monitoring, review, research, quality-assuring and enhancing RPL
B2 Implementing and managing RPL
B2-1 Guide, develop and support staff
B2-2 Adopt flexible, transparent and business-like approaches to RPL provision
B2-3 Develop partnership working
B2-4 Specify principles for adoption and good practices in use of technology tools to support RPL processes
B2-5 Develop a departmental implementation plan for RPL
C1 Integrating RPL into programmes
C1-1 Identify programme needs/drivers/priorities for RPL together with core principles and staff responsbilties for RPL
C1-2 Review how RPL can integrate into curricula at design/review stage
C1-3 Use RPL to shape curriculum design for more flexible provision
C1-4 Design simple RPL assessment frameworks
C1-5 Consider alternative assessment methods
C1-6 Adopt technology tools and good practices in their use to support RPL processes
C1-7 Develop a programme action plan for RPL
C2 Guiding and supporting learners
C2-1 Provide information and guidance for learners
C2-2 Provide appropriate support for learners
Resources
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Developing understanding about and engagement with RPL
Departmental preparation and planning for RPL provision
Implementing RPL in programmes
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2016 Conference
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