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Plymouth University

Faculty of Arts and Humanities

Institute of Education

Programme Specification

MSc in Learning for Sustainability (MLS)

Approved by Minor Change 12/11/14

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1. MSc in Learning for Sustainability

Final award title

2. MSc in Learning for Sustainability

Level 7 (180 Credits) PGDip Learning for Sustainability Level 7 (120 Credits) PGCert Learning for Sustainability Level 7 (60 Credits)

UCAS code

JACS code

3. Awarding Institution: University of Plymouth

Teaching institution(s): University of Plymouth

4. Accrediting body(ies) N/A

5. Distinctive Features of the Programme and the Student Experience

The MLS emphasizes learning rather than education, in recognition that serious questions are being asked about the ability of mainstream education to meet the challenges of sustainability, whilst the broader concept of learning is a generic, lifelong and less institutionally constrained concept that can include radically re-thinking educational aims and processes. The programme recognizes that learning communities and organizations have a vital part to play in promoting sustainability, i.e. communities and organizations that are reflexive and build shared vision and genuine commitment to that vision, that seek to embed the vision in the daily detail of living, and where there is an attempt to develop deep understanding of their place within complex systems and, hence, of the impact of habitual, unsustainable behaviours. Sustainable learning communities and organizations are also cognizant of the need to recalibrate human intentions with the way the world works as a physical system and to re-design

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community/organizational dynamics and relationships according to ecological dynamics and relationships. The programme places great emphasis upon utilizing a diversity of learning approaches including collaborative learning, experiential learning, action-oriented learning, systemic learning, as well as learning modalities drawing upon imagination, intuition, and sensory experience as well as scientific investigation. It also utilises learning through the immersion in sustainable learning organizations and communities, and attendant deep reflection on such experiences. Students will have a brief residential induction and two one-week residential immersion sessions facilitated by teaching staff alongside possibly one or more guest lecturers of international renown. Learning within the programme will be built around understandings of, and critiques of, the following frequently employed dialectical relationships:

THEORY ACTION [PRAXIS] SCIENCE ETHICS NATURE CULTURE LOCAL GLOBAL [GLOCAL] PERSONAL COMMUNITY IMMERSION REFLECTION

Learning will be in the context of the growing sustainability imperative and diverse responses at the personal, local, regional, national and international levels. Governments around the world are indicating the importance of ‘sustainability literate’ graduates entering a wide range of professional areas, and able to contribute to the evolution of their place of work as a ‘sustainability learning organization’. Faced by the confluence of environmental, social and economic problems, and their consequent complexity, there is also increasing understanding on the part of government of the need to promote mindfulness of the importance of sustainable living in individuals, groups and communities (see UNECE Strategy for Education for Sustainable Development (www.unece.org/env/esd/welcome.htm) and HEA’s report ‘Sustainable development in higher education – current practice and trends’(2005)). The programme responds to these new perceived priorities and is intended to appeal to graduates wishing to develop the skills and capacities for change agency across a wide range of professions and in their personal lives, and to already employed teachers, educators, community workers, national and international NGO personnel, and those in government/local government agencies. There is a growing demand for programmes which, while steeping students in the academic debates around sustainability, also have a strong professional orientation with an emphasis on leadership for change, management, and ethical decision and policy making. This proposed programme seeks to be responsive to that demand. The MLS will be a unique provision in a number of respects. It is strongly interdisciplinary. It is underpinned by a holistic philosophy. The intention is to engage students in deep exploration of processes of learning within sustainability contexts. The embrace of the twin concepts of ‘learning community’ and ‘learning organization’ recognize the need to re-conceptualize locations and processes of learning if societies are to move towards a

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sustainability culture. For this reason the term ‘learning’ is preferred to ‘education’. The programme directly addresses the research and academic and professional skills required to meet the challenges of sustainability. The opportunity for students to experience life and work at number of low environmental impact communities, and learning organizations embodying and nurturing holistic and ecological values also makes the MLS distinctive, as does the opportunity to meet and interact through the CSF visiting scholars with international reputations in the fields of sustainability and ecology. Through student immersion experiences, there will also be a distinctive regional focus, supporting the momentum towards sustainable development in the South West. The key academic staff available to support the programme themselves have national and, in some cases, international reputations for their scholarship in education for sustainability, and related fields.

6. Relevant QAA Subject Benchmark Group(s)

Currently, there is no QAA Subject Benchmark Statement (SBS) for Sustainability Education at a Masters’ level. However, the QAA provides a number of generic criteria for M level programme that serve as useful benchmarks (http://www.qaa.ac.uk/publications/informationandguidance/pages/MAsters-degree-characteristics.aspx). The present programme has made used of those criteria aiming to provide the students with both ‘subject specific attributes’ (‘an in-depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical awareness of current issues and development in the subject’) and a ‘range of generic abilities and skills’ (e.g. ‘use initiative and take responsibility’; ‘solve problems in creative and innovative ways’; ‘make decisions in challenging situations’; ‘continue to learn independently and to develop professionally’ and ‘communicate effectively, with colleagues and a wider audience in a variety of media’. Furthermore, the programme has been designed following closely the descriptors provided in The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ, 2008), and all modules have made use of the SEEC Credit Level Descriptors for Higher Education (2010) in the articulation of their learning outcomes.

7. Programme Structure

The programme is modular in structure. Each module carries 20 credits.

For the full-time pathway three 20 credit modules are taken in the Autumn Term and two in the Spring Term. A final 20 credit module and the60 credit Project module are taken during the Summer Term. In the first year of the part-time pathway, two 20 credit modules are taken in the Autumn Term, one in the Spring Term and the Project module is begun in the Summer Term. In the second year, one 20 credit module is taken each term, with the Project module running concurrently.

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All students enrol in September. The core modules provide the basis and framework for a

lived understanding of learning for sustainability and attendant key concepts as well as

providing an introduction to the research, communication and change management skills

relevant for the sustainability-mindful academic and professional.

4c Full time/Part time Structure The first term will begin in September with a residential induction that will introduce the course and course team. During the first term a week long residential (known as an immersion week) will take place, during which one core module will be delivered. One other core module is offered throughout this term as an evening class for full and part time students. Full time students will also be able to complete one taught option module delivered in a day class. In the Spring Term, full time students will be offered optional and compulsory modules, with part time students completing only one of these as an evening class. In the Summer Term, a compulsory module is delivered through the second immersion week and the Project module is introduced. Full-time students are required to complete the project by the end of the summer period. The Project module extends into the second year of the part-time route. For part-time students, the second year includes the completion of outstanding option modules. These will be offered in the evening and will alternate each academic year with those compulsory modules offered in the daytime format. It is also hoped to deliver these option modules through mult-media formats, using both extant proprietary and non-proprietary software.

8. Programme Aims

Year 1

Full Time Part Time

Autumn Term

Residential Induction Week Residential Induction Week

Immersion Week MLS701 Immersion Week MLS701

MLS702 MLS703 (Evening)

MLS703 (Evening)

Spring Term

MLS704 MLS705 (Evening)

MLS705 (Evening)

Summer Term

Immersion Week MLS706 Project MLS707 (Continues across year)

Project MLS707

Year 2 Autumn Term MLS702 (Evening)

Spring Term

MLS704 (Evening)

Summer Term Immersion Week MLS704

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To explore ethical, theoretical and practical frameworks enabling personal, professional, organizational, community and social change towards sustainability.

To engage with different and often conflicting interpretations of education for sustainable development, education for sustainability, sustainable education and other educational responses to the challenges of sustainability

To explore the nature and processes of transformative and social learning in response to the challenges of sustainability

To investigate cosmologies and worldviews and their implications for sustainable modes of living and learning

To engage with environmental/ecological ethics and to apply what is learnt to personal and professional contexts

To explore perspectives on sustainability within both mainstream and holistic science

To develop and apply critical and systemic thinking, and research skills

To explore sustainability-oriented change and learning strategies within organizations and communities

To experience and research sustainable learning in action within communities and organizations, to apply course learning within those contexts, seek to contribute to systemic change, and engage in deep reflection on personal and collective learning processes

9. Programme Intended Learning Outcomes

8.1. Knowledge and understanding

On successful completion graduates should have developed:

Holistic, mechanistic, science-based and ecological worldviews of sustainability, including paradigms and metaphors,

The concepts and qualities of learning organisations and how these relate to developing greater sustainability

The nature of dominant assumptions, values and beliefs in Western societies

The nature and role of worldviews and paradigms in influencing theory and practice in relation to questions of sustainability

The interface (similarities, overlaps, tensions, conflicts) between different schools of thought

The learning implications of ethical stances within each school

Sustainability praxis and sustainability-related organizational and community initiatives

8.2. Cognitive and intellectual skills

On successful completion graduates should have developed:

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Analysis: ability to analyse complex, often incomplete and contradictory data.

Synthesis: ability to weave together concepts, ideas and data from a range of disciplines and areas of experience.

Evaluation: ability to be receptive to, then critically and creatively evaluate, arguments, ideas and proposals; also to reflect critically, openly and creatively upon one’s own and other’s contribution to a process or the achievement of a task.

Systemic and critical thinking: ability to think in an integrated manner, see connections and patterns, and reflect on and weigh the tenability of evidence, ideas and arguments.

Collaboration: ability to work effectively with others in a group or team, negotiating conflicts and differences of opinion, and, as the situation demands, showing effective leadership and responsible followership.

Data management: ability to locate, store, access and deploy data in

support of a project.

Problem Solving: the ability, individually or with others, to problem solve, understanding the difference between simple and complex problems and solutions, employing lateral and divergent thinking strategies.

Communication: the ability to listen effectively to others, to communicate opinions and findings orally and in written and other forms, and to engage in dialogue with others confidently and with openness and integrity.

Anticipatory: the ability to anticipate and envisage alternative futures, personal and professional, local through global, to scenario build and extrapolate, to identify probable, possible and preferred futures, and to pre-empt undesirable and facilitate desirable futures.

Research skills: the ability to plan, write a proposal for, understand the ethical implications of, carry out, and report on a research project.

8.3. Key and transferable skills

On successful completion graduates should have developed the ability to:

Work effectively within a group as leader or member, make appropriate use of the capacities of group members and handle conflict sensitively and with confidence

Write clearly argued, well-structured and correctly referenced papers, with precisely matching referencing and bibliography

Write clear English, showing clarity of expression and fluency of presentation of ideas and insights

Use a full range of learning resources and ICT

Listen and contribute to group discussions and challenge conventional wisdom

Reflect on their own ideas by becoming more acquainted with unfamiliar initiatives and argument

Live and work in a multi-disciplinary, multi-cultural environment

Critically assess evidence for themselves through independent judgement

Improve time management and develop self-discipline.

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8.4. Employment related skills

On successful completion graduates should have developed:

Analysis: ability to analyse complex, often incomplete and contradictory data.

Synthesis: ability to weave together concepts, ideas and data from a range of disciplines and areas of experience.

Evaluation: ability to be receptive to, then critically and creatively evaluate, arguments, ideas and proposals; also to reflect critically, openly and creatively upon one’s own and other’s contribution to a process or the achievement of a task.

Systemic and critical thinking: ability to think in an integrated manner, see connections and patterns, and reflect on and weigh the tenability of evidence, ideas and arguments.

Collaboration: ability to work effectively with others in a group or team, negotiating conflicts and differences of opinion, and, as the situation demands, showing effective leadership and responsible followership.

Data management: ability to locate, store, access and deploy data in support of a project.

Problem Solving: the ability, individually or with others, to problem solve, understanding the difference between simple and complex problems and solutions, employing lateral and divergent thinking strategies.

Communication: the ability to listen effectively to others, to communicate opinions and findings orally and in written and other forms, and to engage in dialogue with others confidently and with openness and integrity.

Anticipatory: the ability to anticipate and envisage alternative futures, personal and professional, local through global, to scenario build and extrapolate, to identify probable, possible and preferred futures, and to pre-empt undesirable and facilitate desirable futures.

Research skills: the ability to plan, write a proposal for, understand the ethical implications of, carry out, and report on a research project.

8.5. Practical skills

Prepare well-supported and critical (written and oral) analyses of theory and empirical evidence

Formulate proposals aimed at dealing with the complexity of a range of issues and situations

Formulate a conceptual framework and use a range of information sources in research

Work in a multi-disciplinary team and relate to new cultural environments

Elaborate and communicate proposals, evaluations and strategies

Operate professionally and sensitively in different environments.

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9. Admissions Criteria, including APCL, APEL and DAS arrangements

NB The following table is a draft exemplar for an undergraduate programme

All applicants must have GCSE (or equivalent) Maths and English at Grade C or above.

Entry Requirements for MSc in Learning for Sustainability

Normally applicants should possess a good honours degree in natural, human and social sciences, or creative arts, or a background that is equivalent. Applicants with non-standard qualifications will normally be interviewed by the Programme leader. Where English is not the first language, competence is required to the level of TOEFL score 575 (232 in TOEFL computer-based), IELTS score 6.5, or equivalent.

We welcome and support students with disabilities, and we endeavour to meet specific needs. The Disability ASSIST Service, based on the Plymouth Campus, supports disabled students across the University. We will strive to make provision for disabled students by reasonable adjustments but this programme would require students to be able to work with images and lenses. All students with a disability are invited to an informal interview with the University to discuss their needs.

Students may apply apply for exemption from any modules through APEL or APCL,

following standard University procedures. This will may be particularly apposite with those

applicants applying with M Level credits (taken as part of a PGCE). This decision on

whether to recommend the acceptance of other credits will be made by the Programme

leader, in consultation with the PIoE HoS.

10. Progression criteria for Final and Intermediate Awards

Students who achieve 180 credits will be awarded an MSc degree. 120 Achieved credits will entitle the student to a PGDip and 60 Credits to a PGCert.

11. Exceptions to Regulations

N/A

12. Transitional Arrangements

N/A

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13. Mapping and Appendices:

13.1. ILO’s against Modules Mapping

C. Key/Transferable skills

On completion, postgraduates should have developed:

i Work effectively within a group as leader or member, make appropriate use of the capacities of group members and handle conflict sensitively and with confidence

4, 7, 8 2, 3, 5, 7,

ii Write clearly argued, well-structured and correctly referenced papers, with precisely matching referencing and bibliography and write clear English, showing clarity

4, 5 1, 2, 3, 4, 5, 8

Programme Intended Learning Outcomes Programme aims and objectives

Module

A. Knowledge and Understanding

On completion, postgraduates should have developed:

i Holistic, mechanistic, modernist and ecological worldviews, paradigms and metaphors

1, 2, 3, 4, 6 1, 3, 4, 5

ii The concepts and qualities of learning organisations and how these relate to developing greater sustainability

1, 7, 8 1, 3, 6

iii The nature of dominant assumptions, values and beliefs in Western societies

2, 3, 5 1, 5, 6,

iv The nature and role of worldviews and paradigms in influencing theory and practice in relation to questions of sustainability

1, 2, 3, 7, 8 1, 4, 7, 8

v The interface (similarities, overlaps, tensions, conflicts) between different schools of thought and the learning implications of ethical stances within each school

1, 3, 4, 5, 7, 8

1, 3, 5, 6, 7

B. Cognitive/Intellectual Skills

On completion, postgraduates should have developed:

i. Analytical and critical skills in contrasting the role, power and practices of different sustainability learning communities and organizations

1, 2, 3, 4 1, 3, 8

ii. Critically assess current learning for sustainability practice and synthesise their own personal worldview,

1, 2, 3, 6, 8 1,3,5,8

iii. Refer to and analyse case studies 1, 2, 3, 7, 8 1, 2, 5, 6, 7

iv Develop strategic proposals that incorporate environmental concerns into social, economic and political processes

2, 5, 7, 8 2, 3, 8

v Learn through direct experience All

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of expression and fluency of presentation of ideas and insights

iii Use a full range of learning resources and ICT 6, 8 All

iv Listen and contribute to group discussions and challenge conventional wisdom. Reflect on their own ideas by becoming more acquainted with unfamiliar initiatives and argument

1, 2, 3, 6, 7, 8 All

v Critically assess evidence for themselves through independent judgement

2, 3, 4, 5 All

vi Live and work in a multi-disciplinary, multi-cultural environment

7, 8 All

vii Improve time management and develop self-discipline

All All

D. D. Employment related skills

On completion, postgraduates should have developed the qualities and transferable skills necessary for employment requiring:

i the exercise of initiative and personal responsibility; All

All

ii. the independent learning ability required for continuing professional development

All All

E. Practical Skills

On completion, the programme will help postgraduates :

i Prepare well-supported and critical (written and oral) analyses of theory and empirical evidence

1, 2, 3, 4, 5, 6 All

ii Formulate proposals aimed at dealing with the complexity of a range of issues and situations

1, 2, 3, 4, 5 1, 2, 3, 4, 5, 8,

iii Formulate a conceptual framework and use a range of information sources in research

3, 4, 5, 6 1, 2,4, 5

iv Work in a multi-disciplinary team and relate to new cultural environments

1, 7, 8 All

v Elaborate and communicate proposals, evaluations and strategies

All All

vi Operate professionally and sensitively in different environments.

6, 7, 8 1,3,8

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13.2. Assessment against Modules Mapping

Title Assignments Module Leader

MLS 701 Learning, Education and Sustainability

1. Reflective writing

Alan Dyer

2. Presentation

MLS 702 Sustainability Skills: research and dissemination

1. Poster for a proposed project Dr Alun Morgan

2. Completion a research funding proposal

MLS 705 Sustainable Communities and Learning Organizations

1. A Problem Based Learning exercise based in a community context

Alan Dyer

2. A review of promoting sustainability in an organisation/institution

MLS 704 Ecological and Environmental Ethics

1. Seminar Dr Robert Cook

2. Issues based paper

3. Envisioning paper

MLS 706 Ecological and Sustainability Literacy

1. Seminar Alan Dyer

2. Reflective paper

MLS 703 Global Education: theory and practice

1. Extended (negotiated) Essay Dr Roger Cutting

MLS 707 Dissertation Final Report

Dr Roger Cutting

13.3. Skills against Modules Mapping

13.4. Appendices

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