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The PGCAP (International) is an in-service programme designed to support offer initial teaching development of university staff working at Lancaster’s strategic international partners, and who teach Lancaster University modules. It is expected that you will have substantive teaching and learning support responsibilities including module and/or programme design and development.
As part of Lancaster's institutional strategy to broaden the range and quality of opportunities for continuing professional development, this PG Certificate (international) will provide staff at Lancaster University’s partnership institutions with a flexible framework for enhancing and accrediting their professional practice and for developing their particular interests in teaching and student learning.
For further information on PGCAP (International) please contact OED
The delivery of PGCAP (International) is a blended mix of:
(i) offshore face-to-face workshop sessions, and
(ii) resource provision and activity organisation from a distance, via dedicated Moodle sites.
The offshore face-to-face engagement of OED at each partner differs slightly, depending on the number of cohorts at any one time, and the stage of the programme for each cohort. However, it is usual practice to make two visits per year to each partner, each visit lasting between one to two weeks.
The completed programme is an award of 60 Lancaster credits (one third of a full Masters award), and consists of three 20 credit modules:
This first module aims to support the academic and professional development of both new and experienced university staff working in Lancaster’s International Partner universities, which will in turn enhance the experience of students at these institutions. The module is designed to support participants in identifying and developing their repertoire of academic practices and skills, including critically evaluating their use of teaching, learning and assessment approaches, as well as learning resources and environments, to support effectively the learning needs and development of students. Participants will need to critically reflect on their teaching (and students’ learning) from a variety of perspectives: autobiographical; through interaction with peers; through engaging in evaluative feedback from students; and through engagement with research literature on higher education The module will introduce participants to a variety of conceptual models, theories and relevant research evidence on learning and pedagogy. They will examine how these concepts can enhance their teaching practice, their understanding of their roles and responsibilities, and their knowledge of the wider international HE context, taking into account a number of interleaving contexts, in particular, their own national and institutional educational environment, the UK HE sector and the partnership with Lancaster.
This module continues to explore and develop academics’ knowledge and understanding of the curriculum content and potential teaching, learning and assessment strategies and resources appropriate for their subject and levels of study which began with Module 1, Developing Higher Education Practice. Participants will critically examine conceptual models, theories and relevant research evidence on curriculum design, in both educational and their own subject-specific fields. They will examine how these concepts can inform programme and module designs in their own department and discipline, taking into account a number of interleaving contexts, in particular, their own national and institutional educational context, the UK HE sector and the partnership with Lancaster.
The core of the module is for participants to understand and apply principles of good practice to the design of curricula, especially the principle of aligning intended learning outcomes with teaching and learning activities and the assessment of whether the learning outcomes have been met.
This module aims to give participants an opportunity to enhance their understanding of curriculum, and teaching and learning in HE, by identifying a particular area of importance to them, exploring it through existing research and literature, and identifying potential opportunities and strategies for change. The emphasis in this module is more on self-directed study and autonomous learning than the other PGCAP and PGCAP (International) modules, particularly focussing on aspects of teaching, learning and assessment in their own discipline, transnational context, or in HE in general.
As a work-based part-time programme, undertaken while you are teaching full-time, the programme normally takes approximately 18 months to complete. Each of the three modules takes more or less 6 months, though the timing can differ slightly depending on visit schedules of OED staff to partner institutions.
The programme fosters a dynamic, cross-disciplinary community of practitioners to share ideas and develop a discourse about educational practice in HE. The aim is to help you to situate yourself as an individual academic and teacher within the issues and concerns of your department, your discipline, Lancaster University and the wider academic context. Through the course you will develop your confidence and skills as an HE teacher by encouraging you to work on your repetoire of practical teaching skills, develop evaluation techniques, use peer review and observation of teaching, and by investigating teaching and learning resources - all with the aim to enhance the quality of your students' learning experience. Integrating knowledge and understanding of pedagogical principles and values with your practical know-how is considered essential. This is developed on this programme by critically engaging with educational and subject-specific literature and research, having discussions with peers and tutors, and writing critically and reflectively about your teaching. The assessment is designed to frame your work as a university educator, and much of the learning and reflection prompted by the course is experiential, taking place 'on-the-job' in your department.
There is an expectation that participants will undertake ongoing reflective activities centred on their practice in the department, plus the following indicative study hours:
Between each visit, a series of online activities are set out which require participants to view slide-casts / podcasts, read selected texts, collect data/feedback, write formative and summative assignments, for example.
There are a number of support mechanisms made available to you to help you get the most from the programme:
Although the PGCert Academic Practice (International) is not yet accredited by the Higher Education Academy, the intention is for Lancaster to apply for this in the next accreditation round. However, much will depend on the accreditation status of our international partners whether we will be able to offer Fellowship of the HEA on successful completion of the programme at this future date. Currently, this means that completion of the PGCAP (International) does not result in the award of Fellowship of the HEA.
The costs of the PGCAP programme are met via partnership staff development funds – there is no charge for staff teaching on Lancaster University programmes or their Departments.
It is expected that all full-time staff teaching on Lancaster programmes at our strategic international partners should undertake the Postgraduate Certificate in Academic Practice (International).
Participation on PGCAP (international) is predicated on you reflecting upon your experiences of teaching in practice. As such you will need to have the full range of teaching and related responsibilities commensurate with an academic contract, normally including a minimum of 120 hours teaching and teaching-related activities (i.e. not 120 hours of contact) per academic year on programmes / modules which count towards a Lancaster University degree. You need to have responsibility for choosing and using a range of teaching methods with student groups on different modules or settings, using a variety of assessment or evaluation approaches, and undertaking administration of teaching and teaching-related activities. It is also assumed that you will have some degree of responsibility for the development of the curriculum within at least one module.
You need to agree with your Head of Department that you wish to register for a place. This is in order to support you to establish a workload allocation for undertaking the programme, and an agreement that you have sufficient and appropriate teaching duties. You need also to discuss the allocation of a departmental teaching mentor, who may be a PGCAP graduate in your department. Then complete and return a registration form to OED.