Course Summary

This two-year, part-time Masters Degree was developed by the University of Bedfordshire in collaboration with HUMAK University of Applied Sciences Helsinki, Finland, and the University of Tartu, Kultuur Academy, Viljandi, Estonia.

The Consortium of these three academic institutions is committed to embedding European citizenship perspectives into the curriculum. The interdisciplinary approach to the collaboration is reflected in the course and in the Institute of Applied Social Research (IASR), where you will be located.

The IASR as been recognised as a world-leader in research with young people from marginalised communities. It includes the £1.2million Tilda Goldberg Centre for Social Work as well as other major centres for research into public policy research and issues affecting young people.

Why choose this course?

This course provides the ideal opportunity for senior practitioners and managers within youth work services to enhance their career development. It also provides excellent opportunities for graduates currently employed in this field.

During the course you will:

• Access a curriculum pathway designed to increase your awareness of social justice and responsibility in policymaking on a local, national and international level
• Enjoy the opportunity to adapt internationally acclaimed research to the practicalities of real youth work practice

Areas of study you may cover on this course include:

• Optional and core units from the Masters of Arts Applied Public Policy Childrens and Young Peoples Services

MACEPAAP

Assessment

Assessment within the course aims to enhance the learning experience rather than simply provide academic hurdles to be surmounted. Nonetheless, assessment must offer a reliable test of the students level of academic attainment. To achieve these objectives, it is important that the assessment methods used at any point in the course relate closely to the learning outcomes of the course and individual unit, while allowing the student maximum scope for creativity in fulfilling them.

Thus, the inclusion of a range of modes of assessment allows students the opportunity to display their competence in ways best suited to their own learning needs. Within the course students will be offered a level of choice in their summative assessments further promoting their autonomy in planning their own learning.

Formative assessment is integrated at the start to allow a level of reflective practice from feedback via peers and personal tutors. A focus upon the application of theory to practice would be expected within such an `applied award and students are required as part of the assessment process to consider the impact of such knowledge and the introduction of new policy frameworks on service delivery, especially via the critical appraisal of case studies and the identification of best practice. Each unit observes the recommended assessment load of 10,000 words (or equivalent) for a 30-credit unit.

The course aims to promote the development of skills in communication and in co-operative and collaborative practice, especially inter-disciplinary working, so both the formative and summative tasks may involve the students in group preparation and/or presentations. These will be combined with different assessment methods including reports, literature reviews, case studies and the dissertation. These have been devised with reference to the M level descriptors.

Educational Aims

The MA aims to:

1. Promote relevant and meaningful teaching and learning that reflects the development needs of professionals within youth work environments.

2. Enhance participants potential career prospects by facilitating the identification of future learning and professional development goals.

3. Provide an appropriate learning environment in which participants can apply the evidence-based knowledge and skills acquired from learning to further develop and evidence their personal and professional effectiveness through a range of methods within their youth work practice

4. Enhance participants ability to access and critically appraise material from a range of academic sources.

5. Enhance participants capacity to independently evaluate relevant research and practice including the ability to synthesize information from a range of sources.

6. Enhance participants capacity to identify consistencies and deal with complexity and contradictions across the study sites in the current evidence base as well as identify gaps

7. Equip senior practitioners and managers responsible for the delivery of youth work services with the knowledge-base, and a theoretical and methodological grounding, sufficient to enable them to make an original academic and/or practice contribution to their agency and their professional field.

8. Equip participants with the robust skills to complete a dissertation, which they can apply to enhance the quality of service provision in their area of professional youth work practice, and/or contribute to the broader research arena.

Student support

The student will have a dedicated personal tutor throughout the duration of their programme of study. Students will be advised to raise any course specific issues with their personal tutor in the first instance. In the event that the personal tutor is unable to satisfactorily resolve the issue, it will be brought to the attention of the Course Leader for appropriate action. Students will have their elected student representative, who can raise issues formally at the termly course committee meeting. Students will have access to all student support services from within the University.

All students have access to the full range of student services and support offered by the university including:

Careers; Chaplaincy; Counselling; Financial Advice and Student Housing.

Students can seek advice and support from the Professional and Academic Development (PAD) Dept., with respect to study skills, such as academic writing.

Team working

Team working is fundamental to a career in youth work settings within the childrens and young peoples workforce and hence, the course seeks to develop excellent inter-personal skills, including leadership and negotiation skills.

Students will have the opportunity in core units both within the policy and models of practice strands to explore these themes further. For example, in Comparative European Youth Policy the particular focus upon the recent policy developments and requirements for practitioners to work in teams alongside professionals from other agencies/employers in the delivery of effective services will be compared. In Comparative European Models of work with young people, models of effective practice will be presented, analysed and their relevance and applicability to students current practice critically examined. Reflection of their own involvement and experience of working in teams and across agency boundaries will be fundamental to the students success in assessments. An optional unit focusing upon multi-disciplinary youth work is also on offer.

Career Management Skills

As an `applied programme of study, students will be constantly encouraged to integrate personal, academic and career development in line with their own professional development goals and if relevant, external criteria, e.g. `2020 Children and Young Peoples Workforce Strategy (Dec 08) The Centre for Personal and Career Development (CPCD) is available to support and advise all students.

At Masters level, students are encouraged to take greater responsibility for their career management, with the support of the Careers Service, which offer one-to-one career coaching. Students are encouraged to use the various Career Management on-line tools available for self-assessment and identification of career opportunities.

Career/Further study opportunities

Career:

Senior practitioner and strategic management and policy development roles within the childrens and young peoples workforce

Further study:

MA Comparative European Perspectives Youth Work and Social Disadvantage

This course will facilitate the acquisition of skills to enable future professional development and the identification of learning needs and opportunities.

Professional Doctorates are currently available in Leadership of Childrens and Young Peoples Services (including Youth Justice pathway).

Entry

1. A relevant Bachelors degree awarded with first or upper second class honours by a UK university or other recognized awarding body AND Relevant work/professional experience.

OR

2. An equivalent academic qualification/s AND Relevant work/professional experience.

Where required prospective students will be invited for interview/selection process.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Professional, Statuatory and Regulatory Body Accreditation

N/A

Students with disabilities

Students will have access to CAAS and will be encouraged to actively seek any assistance they require in order to have needs met in relation to a disability they may have. Students will be able to access further advice and support from the Disability Advice Team and from the Disabilities BREO site.

The course team is aware of the requirements of the Special Educational Needs and Disability Act 2001 and seek to ensure that, the practices the Act seeks to encourage, are followed.

Additionally, the needs of all students entering or studying on the course are kept under continuous review to ensure that any problems that do arise can be dealt with speedily and effectively. To this end, the Course Leader will regularly liaise with the Universitys Disability Advice Team. Where individual support needs are recognised, the course team will work with others within the University to ensure that student needs are addressed.

Skills Development

Communication

To help with the development of this you will:-

• Work collaboratively with staff, your personal tutor and peers


• Have the opportunity to develop your negotiation skills in the range of assessments requiring collaborative practice


• Have the opportunity to enhance your communication skills throughout the course, through, for example, working in groups, giving presentations, writing reports/essays, expressing your views, reviewing work, negotiation and shaping decisions, with formative and summative feedback to develop communication effectiveness


• Through your dissertation, enhance your academic writing skills

Information Literacy

To help with the development of this you will:

• Undertake a number of hours using e-learning, tutorials and self directed learning to develop a comprehensive understanding of background literature to develop further theory


• Be directed to sources of information available, both on-line and in hard copy, to support your studies, under the guidance of the Subject Librarians


• Be encouraged to use a range of resources to support coursework, being aware of the authority, validity, accuracy and reliability of the material used


• Be expected to seek out academic journals and refereed papers to support independent research

Research and Evaluation

To help with the development of this you will:

• Independently evaluate research and associated methodologies


• Critically analyse and synthesise information from relevant sources


• Reflect your knowledge in this area via assessments and in particular via the dissertation

Creativity and Critical Thinking

To help with the development of this you will:

• Autonomously synthesise information and ideas and propose new hypotheses


• Identify gaps in research literature and create new approaches to ideas


• Respond to problems that expand or redefine existing knowledge by identifying research questions, research strategies and research methods which facilitate original, relevant and critical outputs

Improving learning and performance

A variety of teaching methods will be utilized which will enable students to identify which modes of learning best develop their skills, knowledge and experience. In particular,

• They will be supported by one-to one tutorials to facilitate and foster responsibility and guide professional and personal development


• They will be largely autonomous in planning and managing the learning process and in reviewing and meeting their own learning needs


• They will be given formative and summative feedback on their continuing development and will be encouraged to reflect on their progress


• The personal tutor will play a key role in facilitating the student in identifying units of study that meet their learning needs and/or against which they can make an APEL application


• They will be encouraged to participate in active discussion and offer feedback on course content to determine whether these met their learning needs

Progress files

All students receive transcripts of their results at the end of each semester, for their records. Students will be expected to maintain their own files in line with the requirements of their professional bodies where relevant.

Professional standards

Students will be expected to demonstrate the following behaviours:

• To work with professional integrity at all times


• To abide by the Code of Conduct as stated in the Universitys Student Regulations


• To self-manage and demonstrate good time management skills


• To manage relationships using effective communication strategies to successfully engage with others


• To be a respectful and listening participant/team player who is open to others perspectives and evaluate ideas constructively and positively


• To be mindful of the ethical implications of activities through dialogue with peers, clients and mentors, and adhere to professional ethical standards at all times


• To be committed to continuing personal development (CPD) and promote the CPD ethic within your profession

Strategy for developing and embedding the professional standards

The Professional Standards for the course, identified above, will be shared with all new students and reviewed and developed annually in the induction period. Formative assessment processes via personal tutors and peers will allow students to reflect upon their professional engagement with the award.