Postgraduate Diploma in Higher Education in Teaching and Learning

Purpose

Learning in higher education extends beyond subject expertise to personal and social development and critical thinking. Learning should help individuals develop the intellectual, personal and social resources that will enable them to participate as active citizens and contribute to economic, social or community development and flourish as individuals in a diverse and changing society.

The Postgraduate Diploma: Higher Education: Teaching and Learning aims to improve the quality of teaching and learning in higher education. Learners will reflect and address key issues in their practice as informed by theories of teaching and learning. This qualification offers the learners (university teachers) an opportunity to enhance their own teaching practice by examining and applying various teaching and learning approaches. The qualification will also equip learners with the knowledge, academic leadership and management skills to supervise and monitor postgraduates in higher education.

Rationale

There is a need for different forms of support for teaching and learning to establish interventions both nationally and regionally, to improve the quality of education. Teaching, learning and research in higher education offers a combination of critical perspectives and practical advice that is suited for individuals interested in enhancing their practice through analysis and critique. The Postgraduate Diploma: Higher Education: Teaching and Learning (PGDHETL) aims to provide a coherent educational programme for teaching in the South African higher education sectors. This PGDHETL utilises current thinking and research methods to advance reflection and development in teaching practice. The aim is to promote a critical self-understanding of practices which foster personal and professional development through engagement with the environment and personal circumstances. At a practical level, this means reflecting continuously and improving current teaching practice rather than following a prescribed approach derived from any particular educational theory. In addition, successful learners can further their educational studies by progressing to Masters Degrees in Higher Education (both general and specialised), regionally and nationally.

It is assumed that learners who register for this Degree have a minimum of two years' teaching experience in Higher Education and/or must be appointed in a teaching-related post.

Recognition of Prior Learning

Recognition of Prior Learning can be used to grant

• Access to learners who do not meet the admission requirements.
• Credits for modules.

Recognition of Prior Learning is subject to University policy.

Access to the Qualification

Access is open to learners with a Bachelor's Degree or equivalent qualification approved for this purpose by Senate.

Learners who do not meet the minimum admission requirements may apply for admission through the Recognition of Prior Learning.

This qualification consists of three Compulsory modules of 30 credits each, and one of six Electives worth 30 credits.

Compulsory modules

• Teaching and learning.
• Assessment.
• Research for enhancing Teaching and Learning.

Elective modules (Choose one)

• Information and Communication Technologies (ICT) for Teaching and Learning.
• Service Learning in Community Engagement.
• Citizenship, Social Inclusion and Difference.
• Academic Leadership and Management.
• Work and Learning.
• Postgraduate Supervision.

1. Demonstrate an in-depth knowledge of teaching and learning in higher education and in related areas of specialisation.
2. Demonstrate a coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in higher education.
3. Critique current research and make sound theoretical judgements based on evidence from advanced scholarship in teaching and learning.
4. Select and use a range of research methodologies and techniques to address research in teaching and learning.
5. Demonstrate efficient and effective information retrieval and processing skills, using appropriate ICTs for teaching and learning in higher education.
6. Apply research techniques to gain further understanding about difference, inclusion and citizenship in higher education and own teaching and learning context.
7. Present and communicate academic/professional ideas and texts effectively to a range of audiences, offering professional insights, interpretations and solutions to problems and issues appropriate to teaching and learning in higher education.

Critical Cross-Field Outcomes

This qualification allows all the Critical Cross-Field Outcomes to be addressed.

The following Assessment Criteria are applied in an integrated manner

1. Analyse own teaching and learning constantly to improve teaching practice.
2. Identify and address complex problems in teaching and learning, using a range of skills and theory-driven arguments.
3. Analyse research findings and relate them to educational practice.
4. Evaluate quantitative and/or qualitative data to engage with current research in teaching and learning in higher education.
5. Identify the relationship between teaching and research.
6. Understand and apply the key requirements for building sustainable collaborative relations in the higher education environment.
7. Apply selected research approaches for research purposes to enhance educational practice.
8. Design and develop technology-enhanced learning interventions using technology suitable to the context.
9. Demonstrate and apply understanding of current approaches towards difference, inclusion and citizenship in relation to own teaching and learning context.
10. Work effectively with peers and engage in conversation about educational research for change within the teaching and learning context.
11. Demonstrate a comprehensive, systematic and integrated knowledge of teaching and learning in higher education and a depth of knowledge in related areas of specialisation.
12. Demonstrate a coherent and critical understanding of the principles, scope, theories and epistemologies of teaching and learning in higher education.
13. Critique current research and advanced scholarship in teaching and learning and make sound theoretical judgments based on evidence.
14. Understand a range of research methodologies and methods/techniques and a select these appropriate for research problem/s in teaching and learning.
15. Identify, analyse and address complex problems in teaching and learning, using a range of routine and some advanced skills, conceptual and/or evidence-based solutions and theory-driven arguments.
16. Demonstrate efficient and effective information retrieval and processing skills, using appropriate ICTs for teaching and learning in higher education.
17. Identify, analyse, synthesise and undertake independent evaluation of quantitative and/or qualitative data, and to engage with and evaluate current research and scholarly or professional literature in teaching and learning in higher education.
18. Present and communicate academic/professional ideas and texts effectively to a range of audiences, offering professional insights, interpretations and solutions to problems and issues appropriate to teaching and learning in higher education.

Integrated Assessment

For learners to graduate, they should achieve a minimum of 50% for each module.

Modules will be assessed through the use of a variety of assessment methods, including essays, the development of a video. Every module has components of both formative and summative assessment and detailed and timely feedback is provided to the learner.