Professional Development by Negotiated Studies MA/MSc/MBA

This module involves engagement with two linked processes: an initial, in-depth personal review and self audit, and then the subsequent identification of appropriate personal and professional development opportunities. The self review element of the module is designed to help uncover skills, abilities, knowledge, beliefs, values and assumptions that are held as a prelude to a consideration of future possibilities for development. This will most typically lead to the negotiation of an Approved Studies Learning Agreement (ASLA) tailored to meet individual needs (and, if appropriate, the needs of any employing organisation). This is a process which is likely to involve the identification of past learning relevant to the proposed programme of study, and for which an APL claim may be made. 

Importantly, the module also aims to develop the skills and capabilities associated with reflective processes and to encourage the vision necessary for action planning. These are attributes that are transferable to future personal and professional development and are critical in the context of lifelong learning.  This module will be essential for most individually negotiated programmes of study in that it provides a context for self-audit, confirms the level of study and award, and identifies the pathway to be followed.  

The module aims to:

• Create the opportunity to engage in an exercise of self review, for professional and/or personal reasons.
• Engender enthusiasm for life-long learning, encouraging the development of a reflective approach to experience.
• Enable learners to value experience in terms of self-worth and in relation to currencies in the world of work and academia.
• Develop appropriate goal setting, planning and negotiation skills.
• Allow for the planning of a negotiated pathway of learning and award, addressing priorities for personal and professional development.
• Encourage awareness of commitment and focus for a course of action, and an awareness of the consequences of that commitment.

This module is designed to enhance workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace, such as practitioner enquiry. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of students and the employers (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.  

The module aims to:

• Enable earners to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• Provide an opportunity for the achievement and accreditation of experiential learning in the workplace context.
• Facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employees.
• Enable the enhancement of workplace capability through application of knowledge and skills gained through more theoretical study.
• Enable critical reflection on approaches to – and performance in – designing and implementing work-based projects/ tasks/enquiries.
• Engender a sympathetic understanding of the modes of operation of the reflective practitioner.
• Provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

This module is designed to enhance workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace, such as practitioner enquiry. it may build on the previous NEL module undertaken or be in a different area of experiential learning/exploration. Learning may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of students and employers (where applicable) and the University of Chester sponsoring Division, confirming that the module has been negotiated and agreed upon. 

The module aims to:

• Enable the recognition of the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• Provide an opportunity for the achievement and accreditation of experiential learning in the workplace context.
• Facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employees.
• Enable the enhancement of workplace capability through application of knowledge and skills gained through more theoretical study.
• Enable critical reflection on approaches to – and performance in – designing and implementing work-based projects/ tasks/enquiries.
• Engender a sympathetic understanding of the modes of operation of the reflective practitioner.
• Provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

This module aims to help practitioners develop and enhance work based/related research and evidence-based working practices. Practitioners will clearly define a personal, group, professional and/or organisational area for development, and design a practitioner-research proposal which will provide the basis for further action. The design will consider issues of validity and ethics, as appropriate to the context and constraints of a single researcher (normally) situated and embedded within the workplace.

• Identify a problem, issue or area for development in the workplace capable of investigation and likely to generate useable findings as the basis for future actions.
• Choose a suitable range of investigative methods appropriate to a Level 7 investigation in a Negotiated Experiential Learning module/Practitioner Research Report.
• Design a practitioner research proposal which is valid and ethical.

This module is designed to enhance workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace, such as practitioner enquiry/research. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Division, confirming that the module has been negotiated and agreed upon.  

The module aims to:

• Enable recognition of the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose, with an emphasis on impactful research.
• Provide an opportunity for the achievement and accreditation of experiential learning in the workplace context.
• Facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employees.
• Enable enhancement of workplace capability through application of knowledge and skills gained through more theoretical study.
• Enable critical reflection on approaches to – and performance in – designing and implementing work-based projects/ tasks/enquiries.
• Engender a sympathetic understanding of the modes of operation of the reflective practitioner.
• Provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.