Drawing on a selected range of deconstructive tools such as SWOT and PESTLE, participants will produce an analytical report which focuses on contemporary issues of relevance to own department, including a critical analysis of the issues which is explicitly informed by: systematic analysis of relevant literature and research; critical comparison and appraisal of diverse perspectives; evaluation of the implications for own department; the faculty or service plan. This should include workable strategies for the department to develop and thrive in the contemporary context of HE.
(2500 words - 100%)

Selected contemporary issues which impact on the Higher Education environment will be introduced and analysed. Participants will engage in critical evaluation of the institutional and departmental implications, and apply relevant models and concepts 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.

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, which may be found via these websites and similar.

Contemporary HE journals will also be a significant source, for example Studies in HE, Higher Education Quarterly, Widening Participation and Lifelong Learning Journal, Innovations in Education and Teaching International, Higher Education, Journal of Vocational Education and Training, Journal of Education and Work.

Examples of the types of literature participants might be expected to access include current equivalents to the following:

Callender, C. and Jackson, J. (2008) Does the fear of debt constrain choice of university and subject of study. Studies in Higher Education. 33 (4). 405

King, C. (2008) Engaging students `at risk': repeat year and clearing entrants on Stage One of UCLan's Combined and Joint Honours Programme, Widening Participation and Lifelong Learning, 10 (1) [Online]. Available from:
http://www.staffs.ac.uk/journal/Volume101/articletwo.htm [accessed 21.9.08].

Parry, G. (2006) Policy-Participation Trajectories in English Higher Education. Higher Education Quarterly. 60 (4) 392.

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 based on research and by critically comparing 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, critically reflecting on the relevance of learning to own role, critical evaluation of diverse perspectives in relation to contemporary topics through a discussion board, sharing views with colleagues, and analysis of relevant literature.