Selected contemporary issues which impact on the Higher Education environment will be investigated. Participants will discuss and evaluate the institutional and departmental implications, and examine the relevance of models and concepts examined to working practices in own team. Due to the contemporary nature of this module, the issues to be examined will vary, but could include topics such as internationalisation, knowledge transfer and flexible learning.

Well-stocked University library for a range of relevant texts and journals
Internet access enabling exploration of relevant websites
Blackboard for access to learning resources and Discussion Boards
PebblePAD to reflect on individual implications of learning.

SWOT analysis focusing on selected contemporary issues of relevance to own department, to include an analysis of the issues underpinned by: reference to relevant literature; appreciation of diverse perspectives; examination of the implications for own department; the faculty or service plan. This should include proposed solutions for the department to develop and thrive in the contemporary context of HE.
(2000 words - 100%)

McCaffery, P. (2004), 'The Higher Education Manager's Handbook', Routledge-Falmer.

Given the contemporary nature of this module, a key resource will be a range of websites, such as the following:
Department for Innovation, Universities and Skills
HE Academy
Office for National Statistics
Times Higher Education Supplement
Higher Education Funding Council for England
Quality Assurance Agency
Leadership Foundation for HE

Participants will be expected to engage with contemporary research and reports, for example current equivalents to the following:

National Audit Office (2008) Widening Participation in Higher Education [online]. Available from http://www.nao.org.uk/publications/nao_reports/07-08/0708725.pdf [accessed 15.9.08].

Quinn, J., Thomas, L., Slack, K., Casey, L., Thexton, W. and Noble, J. (2005), From life crisis to lifelong learning. [Online]. Joseph Rowntree Foundation. Available from: http://www.jrf.org.uk/bookshop/eBooks/1859354130.pdf [accessed 16.9.08].

Swain, H. (2008) Student Retention. [Online] Times Higher Education Supplement. 21 February. Available from: http://www.uwe.ac.uk/library/resources/general/info_study_skills/news.htm

Bell. L. Stevenson, H and Neary, M (2009) The Future of Higher Education, London: Continuum Publishing Group.

Participants will attend 18 hours of face-to-face sessions, delivered either by 3 x full day sessions or 9 x 2 hour sessions, to include an assignment workshop.

A variety of interactive learning and teaching methods will be used, such as group discussions, reflective exercises and analysis of presentations by participants. Activities will be differentiated with 'stretch' targets to enable participants to progress to an appropriate level.

Specialist practitioners will contribute to the learning in a variety of ways (e.g. via presentations, interactive exercises and videos), and participants will be expected to capitalise on this learning opportunity, for example by preparing appropriate questions and linking the institutional perspective to working practices in own department.

In addition there will be a requirement to engage in independent study in order to consolidate and build upon learning from the taught sessions. This will take the form of preparing informal presentations, examining the relevance of learning to own role, exploring diverse perspectives in relation to contemporary topics through a discussion board, sharing views with colleagues, and reading relevant literature.