Study pack for the module
Access to the library and web resources
As a student of Staffordshire University access is available to other universities through UK Libraries Plus.

Christensen, P. and O'Brien, M. (2002) (Eds) Children in the City (London: Routledge).
Cox, T. (1999) (Ed) Combating educational disadvantage (London: Routledge).
Craig, J. and O'Leary, D. The Invisible teacher: how schools can unlock the power of community. (London: Demos for NCSL).
Duncan, P. and Thomas, S. (2000) Neighbourhood regeneration. (Bristol, Policy Press).
Friedrichs, J., Galster, G., and Musterd, S. (2005 ) (Eds) Life in Poverty Neighbourhoods (London: Routledge).
Johnstone, D. and Campbell-Jones, C. (2003) Skills for Regeneration: Learning by Community Champions. DfES, Research Report No 441, (London: DfES).
McLaverty, P., (2002) (Ed.) Public Participation and Innovations in community governance. (Ashgate)
Marshall, S. (2003) Using Community Informatics to transform regions. (Idea Group Inc).
National Audit Office. (2004) Getting citizens involved. (London, Stationery Office).
Watson, Andrew et al (2004) Evaluation of the Community Champions Fund.
DfES, Research Report RR550. (London: DfES).

A work based written assignment, which assesses all learning outcomes and critically reviews experience in education in the light of relevant research and policy literature:
6,000 words maximum

The learning strategy for the part-time module requires students to undertake 300 learning hours (including assessment). Of these, 36 hours will be class or workshop support and 264 hours will be independent and self-directed study. The independent and self-directed study will be supported through a study pack, which includes guidance on the indicative content, text extracts and set tasks.

The class and workshop support will include group and individual support. The tutor led-workshop sessions will introduce key ideas in educational leadership and management and will encourage critical discussion of these ideas. The sessions will include set tasks, which will critically explore and review the application of general ideas to the professional contexts in which students are working. In addition, there will be an opportunity to receive detailed critical comment on one draft of your assignment.

A review of relevant theory and practice in relation to:
- Defining and measuring deprivation and disadvantage in local neighbourhoods: alternative perspectives and approaches; critical review of government policy; definition of communities by place and space; underlying causes of deprivation and alternative possible policy responses; role of community participation in responding to deprivation: alternative perspectives.
- The role of volunteering in community development: definitions of volunteering and its role in developing community networks; factors affecting the likelihood of volunteering; issues in volunteering - motivation and imposition of values; volunteering as a vehicle for personal and professional development.
- Adult/youth perceptions and their role in the creation and solution of community tensions; authority, self-esteem and sense of role in community relations and development; participation of young people in decision-making and leadership, community values and development.
- Role of community champions: development and leadership by members of deprived or disadvantaged communities: issues and potential; role of community leadership in defining problems, generating policy and providing role models.