This course aims to provide candidates with the knowledge and skills required to teach and support student learning in the higher education sector. It is also for those undertaking or planning to undertake teaching in higher education (HE), as well as leaders and managers in HE. It develops innovative ways of learning and teaching in contemporary higher education environments, and contributes to a professional culture of scholarship through the use of research to inform practice. The course comprises three modules that connect important concepts and theories of teaching and learning to curriculum design, pedagogy and assessment.
Note: This programme currently only accept cohort application from institution.
- develop critical understanding of teaching and learning theories, concepts and processes in the context of global higher education
- develop evidence-based knowledge about contemporary curriculum design, pedagogy and assessment and their application for teaching and learning in higher education
- encourage the habit of reflective teaching and in evaluating and improving teaching
- develop scholarly and research-based approaches to teaching and learning in higher education
- facilitate collaborative interdisciplinary solutions to authentic problems of practice in higher education
- apply ethical and professional standards to engage with key challenges in teaching and learning globally, within diverse socioeconomic, cultural and religious context.
The modules are assessed by written assignments, reflection reports, presentations and portfolio. Students will be required to achieve a pass mark (50%) in each of these modules. To address the learning outcomes of the programme, students must complete all three modules and so they are non-compensable.
The course is a 60 credit qualification and is made up of 20-credit modules. It is compulsory for the candidate to complete all three modules. Modules are taught within a block of either a three-day extended weekend or four days over two consecutive weekends.
A relevant second class honours degree (or international equivalent) or an approved professional qualification deemed to be equivalent to a second class honours degree. Non-UK qualifications will be assessed against this standard. Candidates are also required to have classroom teaching or teaching-related experience and must have an access to an educational setting.
Applicants must have graduated from an approved university. Other equivalent qualifications will be considered on a case-by-case basis.
Entry requirements in the prospectus and website may not always apply and individual offers may vary.
English language requirements
IELTS (Academic): 6.5 (with no less than 6.0 in each element)
TOEFL (iBT): 87 (minimum 20 in Speaking and 19 in all other elements)
PTE (Academic): 71 (with no less than 65 in each element)
MUET: Band 4
IELTS, TOEFL and PTE (Academic) test results must be less than two years old and all IELTS must be the academic version of the test. MUET results are valid for five years from the date of the release of results.
Module 1 – Understanding Teaching and Learning in Higher Education
This module focuses on key theories of teaching and learning in higher education taking into account diverse disciplinary contexts and socio-cultural backgrounds.
- The Contemporary Theories of Teaching and Learning in higher education;
- The changing nature of Teaching and Learning in Higher Education;
- Reflective practices in teaching and learning ;
- Roles of teachers and students;
- Key philosophies in higher education; and
- Theoretical perspectives on curriculum design.
Students will be expected to read, understand and engage critically with the research presented on these topics.
Module 2 –Effective Teaching and Learning in Higher Education
This module explores different approaches to teaching and learning in contemporary higher education and how these relate to a range of student outcomes. The module considers approaches to curriculum design, teaching and learning, innovation, assessment and evaluation.
- Factors influencing higher education teaching and learning;
- Approaches to curriculum design;
- The use and effectiveness of diverse pedagogic approaches;
- Innovation and new technologies for learning;
- Formative and summative assessment; and
- Models of programme evaluation and approaches to educational improvement.
Students will read and engage critically with the research on these topics and relate this research to their own educational practice.
Module 3 – Introduction to Educational Inquiry
This module focuses on inquiry as a means of understanding, improving and disseminating learning processes in higher education. It aims to equip students with the skills to understand and use practitioner research approaches (e.g. action research) beyond the duration of their course in more generally in their professional lives as university teachers. The PGCHE(i) aims for students to develop scholarly, evidence-informed approaches to teaching and a commitment to ongoing research-informed improvement of practice that will support student learning and the improvement of higher education. These include:
- The nature of evidence in higher education teaching;
- Common education research designs; and
- Practitioner inquiry methods.
Students will be expected to engage critically with literature about research methods in education.
Meet the tutors
Programme director: Dr TOO Wei Keong