MSC/PG DIP CERT V COMMUNITY SECTOR STUDIES VCSS... · 2016-12-08 · PG Cert/Dip MSc Voluntary and...

Department of Geography, Environment and Development Studies School of Social Sciences, History and Philosophy

Programme Guide 2012-2013

MSC/PG DIP/PG CERT VOLUNTARY AND COMMUNITY SECTOR

STUDIES

CONTENTS

Contact details ............................................................................................................ 3

Term dates and holiday closing 2012/2013 ................................................................ 4

Reading Weeks .......................................................................................................... 5

Programme outline and aims: ..................................................................................... 6

Programme Structure ................................................................................................. 7

Tutorials ...................................................................................................................... 8

Enrolment and Fees ................................................................................................... 8

Library and Computing Facilities ................................................................................ 8

Core Teaching Staff .................................................................................................. 11

Autumn Term 2012 ................................................................................................... 13

Spring Term 2013 .................................................................................................... 19

Pathways to obtaining PG Diploma and the MSc ..................................................... 25

General Guidance .................................................................................................... 27

Assignment Submission and Marking ....................................................................... 30

Other issues ............................................................................................................. 31

The Disability Office........................................................................................... 31

PG Cert/Dip MSc Voluntary and Community Sector Studies Programme Guide 2012-2013

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CONTACT DETAILS

Programme Director Address for correspondence: Dr Linda Milbourne Dr Linda Milbourne Tel: 020 3 073 8373 Room 201 (32 Tavistock Square) [email protected] Birkbeck, University of London

Malet Street WC1E 7HX

Administration Programme Administrator: Address for correspondence GEDS ADMIN GEDS ADMIN Tel 0203 073 8000 Room G02 (32 Tavistock Square) [email protected] Birkbeck, University of London

London WC1E 7HX

Team Leader Tina Rouse Tel 0203 073 8466 [email protected]

Birkbeck Website: www.bbk.ac.uk Voluntary and Community Sector Studies page: http://www.bbk.ac.uk/study/pg/voluntarysectorstudies/TMSVOCMS_C.html

mailto:[email protected]



http://www.bbk.ac.uk/

http://www.bbk.ac.uk/study/pg/voluntarysectorstudies/TMSVOCMS_C.html


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TERM DATES AND HOLIDAY CLOSING 2012/2013

Autumn term Monday 1 October to Friday 14 December 2012

Christmas and New Year closure

There will be no teaching and most services will be unavailable from 5pm on Friday 21 December 2012, re-opening at 9am on Wednesday, 2 January 2013

Spring term Monday 7 January to Friday 22 March 2013

Easter closure There will be no teaching and most services will be unavailable from 6pm on Wednesday 27 March 2013 to Tuesday, 2 April 2013. Normal services will resume from 9am on Wednesday, 3 April 2013. Services that will be available The Library will be open from 10am until 8pm on the following dates: Thursday 28 March 2013, 10am until 8pm; Tuesday 2 April 2013, 10am until 8pm

Summer term Monday 22 April to Friday 5 July 2013

May Day bank holiday There will be no teaching, and most services will be unavailable on Monday 6 May 2013. Services that will be available: The Library will be open from 10am until 8pm on the following dates: 6 May 2013.

Spring bank holiday There will be no teaching and most services will be unavailable on 27 May 2013. Services that will be available: The Library will be open from 10am until 8pm on the following dates: 27 May 2013.

August bank holiday There will be no teaching, and most services will be unavailable from 8pm on Friday 23 August 2013 to Monday 26 August 2013. Normal services will resume from 9am on Tuesday 27 August 2013.

Please see further details at http://www.bbk.ac.uk/about_us/termdates

http://www.bbk.ac.uk/about_us/termdates


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READING WEEKS

There are reading weeks at mid-term in the Autumn and Spring terms. Unless arranged otherwise with your class lecturers, no classes are held in reading week. It may be an opportunity to arrange tutorials.

Term 1 reading week: week commencing 29th October 2012

(NB Second year/option classes and reading week generally start one week later)

Term 2 reading week: week commencing 4th February 2013


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PROGRAMME OUTLINE AND AIMS:

Voluntary and community organisations in the UK are experiencing unparalleled

change in the wake of the economic crisis. This has led to deep cuts in public

expenditure and radical policy shifts following the change of government affecting the

relationship of the state with individuals and civil society. This follows some two

decades of significant policy changes in state-voluntary sector roles, with massive

growth in voluntary sector services.

This postgraduate programme focuses on key debates related to the changing roles,

values and contexts of voluntary or ‘third’ sector organisations, adopting a critical and

inter-disciplinary approach. It considers recent theory and developments, aiming to

extend conceptual knowledge, understanding and critical reflection of changes in the

context of current social policy concerns and organisational practices. Through

choice of modules and independent assignments students will follow specific areas of

study related to their work and/or interests.

Main aims

To offer a high quality, transferable, postgraduate level qualification to

professionals and voluntary workers in the VCS, and those with a particular

interest in work and research in this growing field

To develop and extend knowledge, understanding and critical reflection of current

theory, developments, policy and practice related to the VCS, and its changing

context and roles

To promote critical reflection on learning and research methods, providing

opportunities for students to develop innovative models in project and research

based assignments relevant to the sector and the field of study

To provide opportunities for inter-disciplinary study through options from other

provision, such as in Youth Participation, Community Development, Urban

Regeneration, Public Policy, Local Governance and Management, Social &

Cultural Studies and Citizenship


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To provide pathways to study for graduates, professionals and students entering

through non-traditional routes and access to further research for interested

students.

PROGRAMME STRUCTURE

The structure of the programme is flexible with completion and extension possibilities

between Postgraduate Certificate, Diploma and Masters levels. All modules are

credited nationally with CATS, the Credit Accumulation and Transfer Scheme.

Students must achieve 180 CATS points in total to complete the MSc, which

will normally include the following 30 credit modules:

Modules 1 and 2 (core modules)

Modules 3 (option) and 4 (research methods)

Module 5 Dissertation (60 credits)

Students successfully completing the first two modules/60 CATS points will

gain a PG Certificate

Students successfully completing 4 modules/120 CATS points will gain a PG

Diploma. Two of the Modules/60 CATs points will normally include Core

Modules 1 and 2.

Students enrolled on the Postgraduate Certificate or Postgraduate Diploma wishing

to progress to the MSc, should be aware that this is subject to satisfactory academic

performance in the PG Cert or PG Dip. If you wish to upgrade you should initially

discuss the matter with the Programme Director. You will need to formally request an

upgrade and you are advised to reflect on your academic performance before

deciding to make this request.


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TUTORIALS

Students will be allocated a tutor who will be available to discuss progress and to

answer any questions about the programme. Module lecturers will arrange tutorial

appointments at mutually convenient times with students to discuss progress and

assignments. Students should contact staff directly or through the Postgraduate

Administrator for the programme.

ENROLMENT AND FEES

Further information is available from The Registry, Birkbeck College, Malet Street,

London WC1E 7HX.

Fees website: http://www.bbk.ac.uk/mybirkbeck/services/administration/money

Tel: 020 7631 6307/6390

LIBRARY AND COMPUTING FACILITIES

Library

Details on how to register with the library are sent to you when you enrol. You will then

receive a combined library card/ College ID card together with information on

Information Technology Services resources. Further questions about library

membership should be directed to:

Reader Services Librarian, Tel: 020 7631 6063. E-mail: [email protected] or

visit the library website: http://www.bbk.ac.uk/lib/.

All new students will be offered a library induction session

University of London Libraries

Students frequently make use of other libraries, particularly libraries at the Institute of

Education, the London School of Economics and Senate House. You will need to join

the Birkbeck College Library first, as other University of London colleges will require the

BirkbeckID.

http://www.bbk.ac.uk/mybirkbeck/services/administration/money

mailto:%[email protected]

http://www.bbk.ac.uk/lib/


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Electronic Access to Journals and Research Databases

You have full electronic access to all journals and electronic databases available to the

Birkbeck Library. You will need your student username and password for this. Details

will be provided at the library induction. You can then access journals via any computer.

The library has also established specialist subject pages as quick access to key

resources in this subject area, and will provide help for those unfamiliar with using web

based resources.

Moodle

Moodle provides a Birkbeck Virtual Learning Environment and will be used regularly

throughout the programme to provide study materials. You will use this to upload

assignments electronically and to view marks and feedback once assignments are

marked. You can log in to Moodle with your username and password. The IT support

team can be contacted at

[email protected]

The Moodle Virtual Learning Environment URL is http://moodle.bbk.ac.uk/

Student Handbook

For general information that may help you while you are studying with us, go to

http://www.bbk.ac.uk/mybirkbeck/guides/postgraduate

to find information on the following:-

Coursework guidelines

Student support and facilities

Forms and procedures

Exams and assessment

Student responsibilities

Book prizes

Progressing to further study

General regulations and a summary of the Common Awards Scheme


http://moodle.bbk.ac.uk/

http://www.bbk.ac.uk/mybirkbeck/guides/postgraduate

http://www.bbk.ac.uk/ce/forstudents/coursework

http://www.bbk.ac.uk/ce/forstudents/student_support

http://www.bbk.ac.uk/ce/forstudents/procedures

http://www.bbk.ac.uk/ce/forstudents/assessment

http://www.bbk.ac.uk/ce/forstudents/student_responsibilities

http://www.bbk.ac.uk/ce/forstudents/book_prizes

http://www.bbk.ac.uk/ce/forstudents/progressing

http://www.bbk.ac.uk/ce/forstudents/regulations


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Study Skills

For support with academic study and writing the following may be helpful:

Cottrell, S. (2008 ) The Study Skills Handbook London, Palgrave (Ch 8 )

Redman, P. (2001) Good Essay Writing London Sage (Ch 9)


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CORE TEACHING STAFF

Linda Milbourne, MSc, PhD

Linda Milbourne has undertaken research and teaching in higher education since

1998, working initially at King’s College, London, with a focus on social exclusion and

social policy initiatives in relation to alternative education for young people. Her

recent research has concentrated on community-based developments and voluntary

sector-state relationships, and she is currently writing a book on recent changes and

challenges in the voluntary sector. Linda has some 20 years experience of public and

non-profit organisations, as a practitioner, manager and researcher. Her research

interests also include organisational and professional changes in voluntary sector

services, inter-agency and partnership working, youth and educational initiatives and

the effects of new mega-contracts on small organisations.

Email contact: [email protected]

Ursula Murray MSc, PhD

Ursula Murray joined Birkbeck in 1998. The focus of her teaching and recent

published research articles include the role of competition and collaboration

dynamics in voluntary and community sector management (2010 ); a re- assertion of

a relational model of teaching and learning in gendered learning (2011); and local

government and the meaning of publicness’ (2012). She previously worked in the

voluntary sector around local economic change and women’s employment and then

as a senior manager in local government co-ordinating policy and commissioning

roles. Following an MSc in Group Relations, Organisations and Society from Bristol

UWE (2001) she completed her PhD at the Complexity and Management Centre,

University of Hertfordshire Business School (2005) using narrative and psycho-social

methodologies. Her research explored organisational silences, the meaning of the

public sector, and the continuing relevance of a public service ethos. Email

contact: [email protected]




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Jan Etienne, BA, MSc

Jan Etienne has been teaching Sociology at Birkbeck since 1994 and more recently

has taught and delivered academic courses across a range of programmes in the

School of Social Sciences, History and Philosophy. She has a research background

in community participation and is a graduate of the School for Policy Studies,

University of Bristol. She has worked as a full time researcher on an ESRC funded

project into Lifelong Learning, Community and the Women’s Institute on behalf of

Birkbeck’s Institute for Lifelong Learning. She is currently completing a PhD at

Birkbeck focused on the role of community learning for first generation black women

in an ageing UK society. Among her published work, she is co-author of ‘Beyond the

home: informal learning and community participation for older women’ (Routledge,

2011) Email contact: [email protected]

David Tross, BA, MA

David Tross has been teaching at Birkbeck since 2008. Alongside teaching on

Community Studies at undergraduate and postgraduate levels, he has co-ordinated

knowledge exchange partnership programmes between Birkbeck and Voluntary

Sector organisations. Prior to this, he has managed learning projects focused on

community sector organisations and volunteer-involving organizations. He is also a

qualified youth worker, completing a MA Applied Anthropology in Community and

Youth Work at Goldsmiths College in 2003. He teaches the first year BSc Community

Development and Public Policy at Birkbeck and is undertaking a PhD at Birkbeck,

linking communities and well-being. Email contact: [email protected]

Additional tutors will support tutorial work, supervision and research methods

teaching, providing specific areas of expertise.

Occasional guest lecturers will also contribute to teaching.

Students on the programme will also be invited to attend seminars of the Institute for

Voluntary Action Research (IVAR) located at Birkbeck College, at which both

academic researchers and professionals present research papers.




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AUTUMN TERM 2012

Course PG Cert/Dip/MSc Voluntary and Community Sector Studies

2012-13

Core Module 1: Voluntary and Community Sectors in the UK (30 CATS points)

Course Code FDYP009S7 Class Meetings Thursday evenings 6pm - 9pm

4th October – 7th December 2012 Two day workshops: Friday 10am - 5pm

Day Workshop 1: Friday 9th November

Day Workshop 2: Friday 7th December

Reading week w/c 29th October

Class Venue Locations are published on your personal MyBirkbeck Timetable. Log in via the MyBirkbeck website: http://www.bbk.ac.uk/mybirkbeck/

Module Co-ordinator and David Tross/Linda Milbourne Principal Module Teacher Teaching team David Tross, Ursula Murray, Linda Milbourne

(Guest lecturers will also contribute)

Students from other programmes may take this Module if places are available.

http://www.bbk.ac.uk/mybirkbeck/


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Outline

This module is central to the programme and introduces key debates related to the

changing roles and contexts of voluntary and community organisations (VCOs),

adopting a critical and inter-disciplinary approach. It considers recent theory and

developments in this field together with associated history, social policy, politics and

critical theory.

Aims of Module

To offer intellectually challenging study which integrates sociological, historical

and organizational theory with contemporary issues in social policy, applied to

the Voluntary and Community Sector (VCS)

To develop and extend conceptual knowledge, understanding and critical

reflection of recent theory, developments, policy and practice related to the

VCS, and its changing contexts and roles

To integrate research led teaching, learning from empirical study and students’

experience as practitioners

To integrate learning opportunities provided by contributions from external

professionals and academics

To provide opportunities for critical reflection on teaching and learning

To provide opportunities for students to develop original work and critical

reflection on existing literature in the field through assignments and class

presentations

To promote independent study and self-directed learning

Structure of the Module

This module is structured into seven three-hour evening sessions and two all day

workshops. The first all day workshop will involve some student presentations. Some

sessions, especially the day workshops, will include guest lectures. There will be time

to review learning during the second workshop. Tutorial time will also be built around

sessions.

Earlier sessions will introduce:


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principal themes, concepts and ideas underpinning study of this field

a historical perspective offering insights into contemporary challenges and

dilemmas

the recent public policy context in which study of the VCS takes place

theoretical and conceptual tools that support analysis in this field.

Subsequent sessions will critically examine challenges and dilemmas facing

voluntary and community organizations, including:

the changing relationships between the VCS, government and the business

sector

the role of governance and voluntary action

contemporary dilemmas related to: the current economic and policy climate;

Big Society agenda and civil society; hybridity; compromise and

independence; sector fragmentation and mistrust; and shifts in values and

ideology.

In developing a critical analysis of these problematic relationships and environments

students will consider different theoretical and conceptual approaches including,

organizational isomorphism; the role of power, agency and trust; and

governmentality.

Indicative readings

There are no ‘textbooks’ for this course. Students will be expected to read

recommended material and to undertake library searches for appropriate literature.

This list gives some insight into the literature in this field of study. One of the most

useful purchases for a good background is the * book below.

Alcock, P. (2010). A strategic unity: defining the third sector in the UK. Voluntary Sector Review 1 (1) pp. 5-24.

Billis, D. (1993) Organising Public and Voluntary Agencies. London: Routledge

Billis, D. (2010). Hybrid Organizations and the Third Sector London: Palgrave Macmillan.


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Billis, D. and H. Glennerster (1998). Human Services and the Voluntary Sector: towards a theory of comparative advantage. Journal of Social Policy 27(1): 79-98.

*Harris, M. and C. Rochester (2001) Voluntary Organisations and Social Policy in Britain. Basingstoke, Palgrave.

Kendall, J., (2003) The Voluntary Sector: Comparative perspectives in the UK. London: Routledge, Taylor & Francis Group

Knight, B., (1993) Voluntary Action. London and Northumberland: Centris

Lewis, J. (2005). ‘New Labour’s Approach to the Voluntary Sector: Independence and the Meaning of Partnership’. Social Policy and Society 4( 2), pp. 121-125.

Macmillan, R. (2011). 'Supporting' the voluntary sector in an age of austerity: the UK coalition government's consultation on improving support for frontline civil society organisations in England'. Voluntary Sector Review 2 (1) pp. 115-124.

Milbourne, L. (2009). Remodelling the Third Sector: advancing collaboration or competition in community based initiatives? .Journal of Social Policy 38 (2) pp. 277-297.

Rochester, C., A. Ellis-Paine, and S. Howlett. (2010). Volunteering in the 21st century. Basingstoke: Palgrave Macmillan.

Taylor, M. (2011) Public Policy in the Community (2nd Ed.), Basingstoke: Palgrave Macmillan

The voluntary sector, civil society and associated topics are growing areas of literature and a number of recent papers will contribute to reading lists for individual sessions.

Journals are likely to include:

Voluntary Sector Review

Voluntas

Nonprofit and Voluntary Sector Quarterly (NVSQ)

Journal of Social Policy

Social Policy and Society

Policy and Politics

Critical Social Policy

Community Development.


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Public Policy and Administration, Sociology, British Journal of Sociology and American Sociological Review may also have useful articles from time to time. These should all be accessible through the College’s electronic subscription.

The Third Sector Research Centre http://www.tsrc.ac.uk/ is also a valuable resource for working papers on contemporary studies.

http://www.tsrc.ac.uk/


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Learning Outcomes

The module will enable students:

To gain a critical knowledge and understanding of current theory and social

policy relevant to understanding the VCS and its development

To apply theoretical and policy study to practical settings and experiences in

the VCS

To reflect critically on recent developments affecting the role and autonomy of

the VCS and its potential for diversity

To understand the value of learning from research, from experience and from

reflective practice individually and through group work.

Students will be asked to choose a topic or reading on which to make a seminar

presentation. This will not be formally assessed.

Formal assessment includes two elements:

Assignment % Marks Length Date for completion

1. Written portfolio

25% 1,500-2,000 words 10th December 2012

2. Written assignment 75% 3500-4,000 words 8th January 2013

Total 100%

Pass requirements: An overall pass is required, students must submit all parts of

assessment

1. Written portfolio to consist of: a reflection on key aspects of student’s academic, personal and professional learning during the first part of the course, including an analysis of strengths in learning and areas for future development. Reflection on the class presentation and self-evaluation of performance should also be included.

2. Written assignment on title provided by/or approved by Module co-ordinator before end of Module.


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SPRING TERM 2013

Course PG Cert/Dip/MSc Voluntary and Community Sector

Studies 2012-13 Module Core Module 2: Key issues in Voluntary and

Community Sector Development and Management (30 CATS points)

Course Code FDYP010S7 AAA Class Meetings Thursday evenings 6 pm - 9pm

10th January – 22nd March 2013

Two day workshops: Friday 10am - 5pm

Day Workshop 1: Friday 15th February 10-5pm

Day Workshop 2: Friday 22nd March 10-5pm

Tutorials: Wednesday 14th March 6-9pm

Reading week w/c 4th February

Class Venue Locations are published on your personal MyBirkbeck Timetable. Log in via the MyBirkbeck website: http://www.bbk.ac.uk/mybirkbeck/

Module Co-ordinator & Dr Ursula Murray (Guest lecturers will also contribute) Principal Module Teacher Teaching Team Ursula Murray, Linda Milbourne, Jan Etienne, David Tross Students from other appropriate programmes may take this Module if places are available.

http://www.bbk.ac.uk/mybirkbeck/


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Outline

Government economic and social policy now advocates a ‘smaller state’, outsourcing

and privatisation of public services, all of which pose ethical and strategic

development decisions for voluntary sector managers grappling with survival v

development. The module will explore how different parts of the voluntary sector are

responding to partnership with the corporate private sector, local government and

new kinds of mutualisation. It will draw on critical management perspectives as well

as organisational and complexity theory to address the processes of human relating

which underpin organisational decision making. The module emphasises the role of

authority and power in management and leadership processes and the impact of a

contractual and audit culture replacing a relational one. The effects of growing

societal inequality and the challenge of living with difference also pose vital questions

of direction and purpose. The module will emphasise ‘learning from experience’ and

the use of reflective practice through developing individual narrative work and

through participation in, and collective reflection of, an experiential event based

around self-organising principles.

Module aims

To offer intellectually challenging study which integrates organisational theory

with contemporary issues in social policy and recent changes in voluntary and

community organisations

To integrate research led teaching, learning from empirical study and students’

experience as practitioners

To develop and extend conceptual knowledge, understanding and critical

reflection of recent developments related to voluntary and community

organisations, including the changing context and roles of organisations

To provide opportunities for critical reflection on study and for students to

develop original work through assignments, class presentations and

collaborative experiences

Key themes


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The politics of public services reform and the ethical issues and dilemmas of

survival v development facing voluntary and community organisations

Living with difference: inequality, gender, faith and cohesion issues

Understanding and re-thinking the audit culture

Authority, power and leadership in roles and governance of organisations

Organisational development and learning : systems versus complexity ways of

thinking about management and development

The emotional basis of voluntary and community sector services

Competition and collaboration with the public and private sectors


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Indicative Reading

There are no ‘textbooks’ for this course. Students will be expected to read

recommended texts and to undertake library searches for appropriate literature. This

list gives some insight into the literature in this field of study and selected texts will be

found on the Blackboard web page for the module following enrolment.

Argyris, C. (1999), On Organizational Learning. Oxford, Blackwell

Barnes, M. et al (2008) ‘Designing citizen–centred governance. Joseph Rowntree Foundation, York http://www.jrf.org.uk/knowledge/findings/government/2206.asp

Cooper, A. & Dartington, T. (2004), ‘The vanishing organisation: organisational containment in a networked world’ in C. Huffington, D. Armstrong et al. Working Below the Surface, London Karnac,

Eagleton, T. (2003)’ Truth, Virtue and Objectivity’ in After Theory, London, Penguin (Ch 5)

French, R & Vince, R. (1999) ‘Learning, Managing and Organising’ in Group Relations Management and Organisations Oxford, OUP (Ch 1)

Hall, S. (2007) ‘ Living with difference’ in Soundings Issue 37. Winter

Howard, J. and Taylor, M. (2010) ‘Hybridity in partnership: Managing tensions and opportunities’ in Hybrid Organisations and the Third Sector: Challenges for Practice, Theory and Policy. Palgrave, London. ( Ch 3)

Hoggett, P. (2000), ‘Social policy and the emotions’, in G. Lewis, S. Gewirtz, and J. Clarke, Rethinking Social Policy, Open University and London, Sage

Mayo, M., Hoggett, P. and Miller, C.( 2007), ‘Navigating the contradictions of public service modernisation: the case of community engagement professionals’, in Policy and Politics vol 35 No 4 667-681

Mayo M. and Taylor, M. (2001) ‘Partnerships and power in community regeneration’ in S. Balloch and M. Taylor Partnership working: policy and practice, Policy Press, Bristol (pp.39-56)

Morgan,G. (1998), Images of Organization London Sage

Newman, J. and Clarke, J. (2009) Publics, Politics & Power, Sage, London Ch. 3

Patel, P. and Sen, U. (2011) Cohesion, Faith and Gender, London, Southall Black Sisters

Sennett, R. ( 2000) The Culture of the New Capitalism, Yale University Press, New Haven and London (Introduction :1-14)

http://www.jrf.org.uk/knowledge/findings/government/2206.asp


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Stacey, R. D. (2003), Strategic Management and Organisational Dynamics: the challenge of complexity, London, Pearson.

Wilkinson, R. G. and Pickett, K. ( 2009) The Spirit Level: why more equal societies almost always do better. Allen Lane, London. See also web links http://www.google.co.uk/search?hl=en&source=hp&q=The+Equality+trust&nG=Google+Search&meta=cr%3DcountryUK%7CcountryGB&aq=f&oq=

Willott, H. (1993) ‘Strength is ignorance; slavery is freedom: managing culture in modern organizations’. Journal of Management Studies 30: 4. pp 515-552

http://www.google.co.uk/search?hl=en&source=hp&q=The+Equality+trust&btnG=Google+Search&meta=cr%3DcountryUK%7CcountryGB&aq=f&oq

http://www.google.co.uk/search?hl=en&source=hp&q=The+Equality+trust&btnG=Google+Search&meta=cr%3DcountryUK%7CcountryGB&aq=f&oq


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Learning outcomes

The module will enable students to bring together theory and lived experience in

an understanding and critical reflection of:

Organisational development and management of the voluntary and

community sector

Inter-organisational and internal relationships in terms of power,

authority, role and emotions

Equality, social justice and the value of difference

The module will enable students to understand the value of learning from

experience and reflective practice both as an individual and through group work.

Assessment

Assessment will include 3 elements:

Assignment % Marks Length Date for completion

1. Class presentation 15% 10 min presentation supported by visual aids and 300 word summary

15th February

2. Written portfolio

15% 1000-1500 words 25th March

3. Written assignment 70% 2500-3000 words 23rd April

Total 100%

Pass requirements:

An overall pass is required, students must submit all parts of

assessment required

1. Analysis of a specific paper drawing on case material applied to an organisational context, supported by a 300 word summary in abstract style

2. Review of learning strengths or weaknesses, drawing on experiences of academic, personal and professional learning over the term and utilising reflective narrative writing and relevant learning theories to interpret change and development

3. Written assignment: modification to essay titles set to be approved by the Module co-ordinator.


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PATHWAYS TO OBTAINING PG DIPLOMA AND THE MSC

All MSc students will complete one Option Module, normally in the autumn term of

their second year (part-time) or in the autumn term of their first year (full-time).

Students completing the PG Diploma study two (30 CATS) Modules from a range of

options in addition to the two core Modules. Students completing the MSc

dissertation take Module 4.

Module 3 (option) Strategy and Development in a Changing Environment

FDYP005S7 (Autumn Term) - Jan Etienne

Much of the developing work of voluntary and community organisations has been

channelled through collaborative or partnership projects, demanding new strategies

and approaches. This has included delivering projects across sectors, in statutory

settings, such as schools, and for example, with health and environmental agencies.

For small organisations or agency teams to maintain organisational integrity, while

pursuing new work to meet survival needs, poses dilemmas which practitioners have

little time to resolve. Many of these issues require greater reflection and the

development of creative strategies, which draw on wider understanding of the

external environment and detailed study of practical settings, internal organisational

relationships and the ethical dilemmas workers face.

This module concerns strategic thinking and team work; and focuses on approaches

to the dilemmas of organisational change through the study of empirical cases.

Students can identify cases from a range of examples relevant to their fields of study

and professional interests. In 2011-12, there was a strong focus on community-based

organisations but the cases chosen by students vary from year to year and have

included international NGOs and projects within other fields, such as youth,

education, race and globalisation. Students will work jointly in teams on case projects

to develop strategies and approaches; to develop an understanding of group

processes; and will need to navigate the tensions of working as a group to complete

the assignment. There will also be an opportunity for reflecting on the group process.

In 2012-13 this Module will be offered on Tuesday evenings, starting 9th October,


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with two Friday workshops: 16th November and 14th December.

Other option Modules

There are a number of option modules across the department and School which may

change from year to year. The Programme Administrator will provide a booklet of

different options available. However we recommend the Strategy and Development in

a Changing Environment module as the most relevant to this programme.

Module 4 Research Methods and Practice (30 CATS points) – Ben Kotzee

This module prepares students for Module 5 (dissertation), for which students may

conduct an empirical research project, literature review, a research project based in

the workplace or a short piece of action research. Module 4 provides a valuable

opportunity to assess different approaches to research before embarking on

individual dissertation study. The module offers an introduction to theory

underpinning research methods, knowledge of a range of methods and the

opportunity to discuss their practical application and appropriateness for researching

topics associated with these fields of study. At the end of the module students will

present and subsequently complete a written research proposal for their dissertation

study.

In the summer term of Year 1, part-time students will attend four introductory

sessions to the research methods module to support initial thinking about dissertation

topics and approaches.

Module 5 Dissertation (60 CATS points)

This module gives students the opportunity to pursue in-depth research on a topic

and/or in a setting of their choice, employing appropriate research methods and skills

studied in the Module above. Full-time students should start to consider their topics

during the autumn term; part-time students can begin this process during the summer

term of Year 1. In both cases, these ideas can be discussed in tutorial sessions.


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GENERAL GUIDANCE

Tutorial support

Tutors will offer tutorial times during the course of a module to discuss your progress

and to advise on assignment work. Normally these are fairly short one to one

sessions. Birkbeck student support services may be able to help with non-academic

and welfare issues and there are also more extensive study and learner support

facilities than can be provided as a part of the programme (see page 21-22).

Assessment Guidelines

All module lecturers will offer guidance on how to write and present assignments.

Further guidance is available in the Student Handbook for PG students.

Approved essay questions

Assignments are examinable components of each module. Assignment questions are

agreed with the Module lecturer or will be chosen from a list of approved questions

provided.

Replication of work

Students are expected to develop original work for each module and should not re-

submit work submitted for another module.

Assignment and Dissertation word length

Assignments and dissertations should fall within 10% of the specified world limit,

excluding bibliography (and tables).

Bibliography/references

Bibliography or reference lists should be presented using the advice below.

It is important to acknowledge the ideas that you refer to which are drawn from the

work of different authors. Failure to do this is effectively plagiarism (see note below).

There are several different methods of referencing; on this programme the ‘Harvard’

system is preferred and is outlined below. It is important to quote sources properly,

giving all the necessary information, and to be consistent in style.


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In your text, you will need to place the author’s name and the year of the publication,

also relevant page numbers if you quote directly. The full reference then appears in

an alphabetical list at the end of the assignment.

Example 1:

The idea of organisational theory-in-use (Argyris, 1999) is helpful in understanding …. (In bibliography at end) Argyris, C. (1999), On Organizational Learning. Oxford, Blackwell.

Example 2:

Harris (2001, p.221) argues that the voluntary sector ‘has the potential to be a more proactive partner in social policy formation’.

Harris, M. (2001). Voluntary Organisations in a Changing Social Policy Environment.

In Voluntary Organisations and Social Policy in Britain, edited by M. Harris and C. Rochester. Basingstoke: Palgrave pp. 213-228.

How to list references at the end of work (alphabetically):

For books (as above):

Argyris, C. (1999), On Organizational Learning. Oxford, Blackwell.

For journal articles:

Di Maggio, P., and W. Powell. (1983). ‘The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organisational Fields.’ American Sociological Review 48 pp. 147-160.

For chapters in edited books (as above):

Harris, M. (2001). Voluntary Organisations in a Changing Social Policy Environment. In Voluntary Organisations and Social Policy in Britain, edited by M. Harris and C. Rochester. Basingstoke: Palgrave pp. 213-228.

For government reports or other publications where there is no author’s name:

Social Exclusion Unit. (2001). Preventing Social Exclusion. London: Cabinet Office.

For web references (also indicate access date):

Macmillan, R. (2010). 'The third sector delivering public services: an evidence review'. Third Sector Research Centre, Working Paper 20, [accessed 10 October


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2010] http://www.tsrc.ac.uk/LinkClick.aspx?fileticket=l9qruXn%2fBN8%3d&tabid=500

Full details of the Harvard system are given on the Birkbeck College library e-library

pages.

In published journals, you will see minor variations to punctuation and style but

examples above provide a model, and you need to be consistent with your chosen

model!

http://www.tsrc.ac.uk/LinkClick.aspx?fileticket=l9qruXn%2fBN8%3d&tabid=500


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ASSIGNMENT SUBMISSION AND MARKING

Marking

All assignments are double-marked internally and a third, external examiner will

moderate the marking. Marks are finalised at a meeting of the Examination Board.

Grading

Postgraduate Certificate, Postgraduate Diploma and MSc have four grades: 0-49%

Fail; 50-59% Pass; 60-69% Merit; 70-100% Distinction. These grades are awarded

by the Examiners’ Board at the end of the programme.

In order to pass students must submit all assignments for each programme module

and must pass each module. Work which does not achieve a pass of 50% can be re-

submitted once only.

Marking criteria for assignments will be advised in more detail for each module.

Late submissions carry a penalty (marks capped at 50%) unless the student

provides evidence of mitigating circumstances. This must be submitted to the

programme administrator with supporting evidence (such as a medical certificate)

and will be considered at the Exam Board. If the Board approves the circumstances,

the normal mark will be agreed. There are clear policies which govern these

decisions for Exam Boards and you are advised to consider this information. In any

case it is advisable to discuss any problems with the Module co-ordinator who may

be able to advise you on your application for late submission. For further guidance

and forms for late submission: http://www.bbk.ac.uk/mybirkbeck/services/rules

Exceptionally students may have a right to late submission because of a disability

statement.

Plagiarism: The College has a clear policy for guidance on plagiarism and can check

work electronically if plagiarism is suspected. If plagiarism is evident, this may result

in work gaining 0%. For further guidance refer to the College’s guide on assessment

offences.

http://www.bbk.ac.uk/mybirkbeck/services/rules


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OTHER ISSUES

Student Attendance

Students are expected to attend all of the sessions in a module and class registers

are kept. Those unable to attend a session should inform the Programme

Adminstrator or the class tutor. A minimum of 70% attendance is expected.

Equalities Statement

Birkbeck is committed to providing equality of opportunity and freedom from

discrimination on the grounds of race, gender, class, sexual orientation, religion,

disability, age or political belief in its teaching and in the development of its curricula.

Staff and students are expected to offer respect to others with whom they share their

study and working environment.

Learner Support

The School has a learning support team who may be able to advise students on

study support or academic skills, for example, clarifying expectations for students

who have been used to different HE approaches in universities based in other

countries. Normally your class tutor or programme director will refer you. If you want

to find out more about this, please contact: [email protected] Tel: 0207 631

6683

Disability Statement

At Birkbeck there are students with a wide range of disabilities including dyslexia,

visual or hearing impairments, mobility difficulties, mental health needs, HIV, M.E.,

respiratory conditions etc. Many of them have benefited from the advice and support

provided by the College’s Disability Service.

The Disability Office

The College has a Disability Office located on the main corridor of the Malet Street

building. We have a Disability Service Manager, Mark Pimm, and a Disability Advisor,

Steve Short.

Mark is your first point of referral for disability enquiries at the College whilst Steve is

for dyslexia. They can provide advice and support on travel and parking, physical

access, the Disabled Students Allowance, special equipment, personal support,



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examination arrangements etc. If you have a disability or dyslexia, we recommend

you make an appointment to see them as soon as possible after commencing your

course. Appointments lasting one hour are available from 12 noon to 5 pm Monday

to Friday and are booked by Steve (details below).

At your first appointment at the Disability Office they will ask you to complete a

Confidentiality Consent Form. This allows you to state who in the College can be

informed of your disability. Remember, if you wish, we do not need to inform people

of the exact nature of your disability, just your disability related needs.

They will also complete an Individual Student Support Agreement form, confirming

your support requirements and send this to your School and relevant Departments at

the College so they are informed of your needs.

The Disabled Students Allowance

Students on Certificate and Diploma programmes who meet the eligibility criteria

regarding residency may be eligible to apply for the Disabled Students Allowance

(DSA). This can meet the cost of special equipment e.g. computers, cassette

recorders, etc, non-medical personal help e.g. note-takers, interpreters, readers, etc,

book and photocopying allowances and additional travel costs. The Disability

Service Manager can assist you in applying to your Local Education Authority (LEA)

for this.

The Personal Assistance Scheme

Some students need a personal assistant to provide support on their course, for

example a note-taker, sign language interpreter, reader, personal assistant, disability

mentor or dyslexia support tutor. Birkbeck has a Personal Assistant’s Scheme to

assist you with recruiting, training and paying your personal assistant. These

assistants are usually funded by the DSA. Please contact Steve for information on

this scheme.

Support in your School

The provision which can be made for students with disabilities in the School is set out

in the Procedures for Schools for Compliance with the Disability Discrimination Act.

This is available from the Disability Office and the Disability website (see below).


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As mentioned above your faculty will receive a copy of your Individual Student

Support Agreement from the Disability Office. This will make specific

recommendations about the support you should receive from the Faculty.

Whilst we anticipate that this support will be provided by the Programme Director,

tutors, course administrator and the My Birkbeck helpdesk.

Support in Central Computing Services and Library Services

There is a comprehensive range of specialist equipment for students with disabilities

in Central Computing Services. This includes screen reading and character

enhancing software for students with visual impairments, specialist scanning

software, large monitors, dyslexia software, ergonomic mice and keyboards,

specialist orthopaedic chairs etc. For advice and assistance please contact the

Disability IT Officer. The Library has a range of specialist equipment, including a

CCTV and runs the LAMP service which provides specialist support for disabled

students.

Specific Learning Difficulties (Dyslexia)

Mature students who experienced problems at school are often unaware that these

problems may result from their being dyslexic. Whilst dyslexia cannot be cured, you

can learn strategies, which make studying significantly easier. If you think you may

be dyslexic you should contact Steve, he can screen you and where appropriate refer

you to an Educational Psychologist for a dyslexia assessment. These assessments

cost £215. Some students can receive assistance in meeting this cost from their

employer. In exceptional cases students may receive assistance from the Access

Fund.

Examinations Students with disabilities and dyslexia may be eligible for special arrangements for

examinations and class tests e.g. extra time, use of a word processor, amanuensis,

enlarged examination papers etc. In order to receive special arrangements students

must provide Medical Evidence of their disability (or an Educational Psychologists

Report if you are dyslexic). The closing date for making special examination

arrangements is the 15th March and beyond this date consideration will only be given

to emergency cases.


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The Disability Handbook

The Disability Handbook provides detailed information on the support available from

the College. Copies are available from all main reception areas, the Disability Office

and from the College disability web site at: http://www.bbk.ac.uk/disability/policies

For further information or to make an appointment to see Mark or Steve, please call

Steve Short (Disability Advisor) on 020 7631 6336 or email [email protected].

Career Development - Information, Advice, Workshops & Insight Courses.

Enrolled students of Birkbeck who are following degree and postgraduate courses

may use these services free of charge up to the end of the year they finish:

Birkbeck careers service: http://www.bbk.ac.uk/mybirkbeck/services/facilities/careers

You may also visit The SICS website at http://www.careers.lon.ac.uk/sics

E-mail: [email protected]

http://www.bbk.ac.uk/disability/policies


http://www.bbk.ac.uk/mybirkbeck/services/facilities/careers

http://www.careers.lon.ac.uk/sics



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MSC/PG DIP CERT V COMMUNITY SECTOR STUDIES VCSS... · 2016-12-08 · PG Cert/Dip MSc Voluntary and...

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Transcript of MSC/PG DIP CERT V COMMUNITY SECTOR STUDIES VCSS... · 2016-12-08 · PG Cert/Dip MSc Voluntary and...