| CODE | YTH5046 | ||||||||||||||||
| TITLE | Community Work Modalities: A Practice-based Approach | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 10 | ||||||||||||||||
| DEPARTMENT | Youth, Community and Migration Studies | ||||||||||||||||
| DESCRIPTION | This study-unit aims to help students to reflect on themselves and develop the need to build the professional capacity in their place of work, as well as capitalize on peer relationships. The study-unit will lead students to understand the need for and value of continuous training and mentoring in community-based professions. During the placement period, students will be involved in situations that challenge a number of training and mentoring models in existing literature. The placement period will also provide an opportunity to specialize in researching community settings. For this to occur, this study-unit will comprise the practice/placement component of this Masters degree, face-to-face lectures and online learning, as follows: - Experiential learning of community action and development techniques during the placement / practical component of this Masters degree; - An understanding of training and mentoring, through discussions of what makes effective CPD, as well as evaluation and critique of models and case studies related to CPD of community-based professions; - Specialization in researching community settings, with special focus on generation of primary data, identification and effective deployment of secondary data and advanced quantitative and qualitative research methods targeting research-based understanding of poorly understood / vulnerable community and relational dynamics (community profiling and social impact assessments). Study-Unit Aims: This study-unit has the following aims: - Help students to reflect on themselves and capitalize on peer relationships as they engage with continuous development related to their community-based profession. - Lead students to understand the need and value of continuously building professional capacity in community-based professions by means of training and mentoring. - Involve students in situations that challenge a number of training and mentoring models in existing literature, particularly during their placement and when they need to fulfill the role of trainers or mentors. - Specialize in researching community settings. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Recognize knowledge and concepts related to continuous professional development in community-based professions. - Define professional values, scholarship, service and awareness that support work-based learning and mentorship. - Explain, through examples and scenarios, evidence-based practice. - Locate and list findings that can support innovative change in professional community-based learning. - Discuss how to improve and enhance one's leadership style and techniques as a trainer and mentor. - Explain and illustrate, through realistic scenarios, research designs and steps required to research a given situation in a community setting. 2. Skills: By the end of the study-unit the student will be able to: - Apply contemporary theories of professional development to determine appropriate ways to respond to the needs of community-based professions. - Organize the transformation of organizations related to community-based professions into participative organizations that endorse continuous professional development. - Critically evaluate the design, implementation and outcomes of strategies developed for professional development within places of work. - Assess peers'/other workers' learning needs and adequately address them. - Design time and physical resources in an effective and responsible manner to support their peers' / colleagues' continuous professional development. - Plan and prepare learning programmes through developing and using a range of techniques adequate for continuous professional development of people employed in community-based professions. - Design a research study to profile a community and/or empirically quantitatively and qualitatively investigate a given community issue / setting and/or carry out a social impact assessment. Main Text/s and any supplementary readings: Main Texts: - Allan, D. (2015). Conceptualising work learning: Exploring the educational discourse on work-based, work-related and workplace learning. Work Based Learning e-Journal International, Vol. 5 No. 1, pp. 1-20. - Bazeley, P. & Jackson, K. (2013). Qualitative data analysis with NVIVO. London: SAGE. - Brondyk, S. and Searby, L. (2013). Best practices in mentoring: Complexities and possibilities. International Journal of Mentoring and Coaching in Education, Vol. 2 No. 3, pp. 189-203. - Bryman, A., & Cramer, D. (2011). Quantitative Data Analysis with IBM SPSS 17, 18 and 19. Hove: Pscyhology Press. - Rubenson, K. (Ed.). (2011). Adult learning and education. Canada: Elsevier. - Vanclay, F., Esteves, A.M., Aucamp, I. & Franks, D. (2015). Social Impact Assessment: Guidance for assessing and managing the social impacts of projects. Fargo ND: International Association for Impact Assessment. Supplementary Readings: - AlYahmady H. H. & Saleh Said A. (2013). Using NVIVO for Data analysis in Qualitative Research. International Interdisciplinary Journal of Education 2(2). Retrieved from http://www.iijoe.org/v2/IIJOE_06_02_02_2013.pdf. - Coolidge, F.L. (2013). Statistics: A Gentle Introduction. London: Sage. - Dominguez, N. & Hager, M. (2013). Mentoring frameworks: Synthesis and critique. International Journal of Mentoring and Coaching in Education, Vol. 2, No. 3, pp. 171 - 188. - Fraser, S., Lewis, V., Ding, S., Kellet, M. & Robinson, C. (Eds.). (2004). Doing Research with Children and Young People. London: Sage. - Ledwith, M. (2005). Community Development: a critical approach. Bristol: BASW/Policy Press. - Matei, S. (2011). Analyzing Social Media Networks with NodeXL: Insights from a Connected World by Derek Hansen, Ben Shneiderman, and Marc A. Smith. International Journal Of Human-Computer Interaction, 27(4), 405-408. doi:10.1080/10447318.2011.544971. - OECD. (2003). Beyond Rhetoric: Adult Learning Policies and Practices. Paris: OECD. - QSR International. (1999-2014). NVIVO Support (online link). N/A: QSR International Pty Ltd. Retrieved from http://www.qsrinternational.com/support. - QSR International. (n.d.). NVIVO10 for Windows (open access document). N/A: QSR International Pty Ltd. Retrieved from http://download.qsrinternational.com/Document/NVivo10/NVivo10-Getting-Started-Guide.pdf. - Schutt, R. K. (2012). Investigating the Social World: The Process and Practice of Research. Thousand Oaks: Pine Forge Press. |
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| STUDY-UNIT TYPE | Independent Online Learning, Lectures & Placement | ||||||||||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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