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Durham University

Postgraduate Module Handbook 2021/2022

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23
No such Code for pgprog: X9A102
No such Code for pgprog: X9A302
No such Code for pgprog: X9A402
No such Code for pgprog: X9A602
No such Code for pgprog: X9KD07

Department: Education

EDUC41230: Leading Continual Professional Development (CPD)

Type Tied Level 4 Credits 30 Availability Not available in 2021/22
Tied to X9K907 Education [UK]
Tied to X9KC14 The Practice of Education
Tied to X9A102
Tied to X9A302
Tied to X9A402
Tied to X9A602
Tied to X9KD07


  • None


  • None

Excluded Combination of Modules

  • None.


  • To reflect critically upon the importance of leadership and to examine the impact leaders have on personal organisation and development.
  • To facilitate the acquisition of knowledge and the development of leadership and management skills and understanding which will enhance participants' ability to contribute to the personal and professional development tof their colleagues.


  • The focus will be on key ideas related to leadership and continuing professional development drawn from emerging trends in the current literature. The module will provide the opportunity for participants to explore and critically evaluate current thinking about:
  • leadership effectiveness and its impact on personal and organisational development;
  • models of continuing professional development;
  • what constitutes effective continuing professional development;
  • methods for measuring the long term impact of professional development on the learning of adults and children.
  • The emphasis will be on leading, motivating and developing staff in a culture that promotes professional and organisational learning in times of rapid change.

Learning Outcomes

Subject-specific Knowledge:
  • Exemplary knowledge of the key concepts and ideas.
  • Critical understanding of the importance and limitations of continuing professional development in effecting organisational change.
Subject-specific Skills:
  • Ability to use theoretical understanding to reflect critically on their own experiences, learning and developing performance.
Key Skills:
  • Demonstrate the ability to research literature, including for example: searching, synthesising, summarising and critiquing literatures;
  • Demonstrate the ability to evaluate educational research;
  • Use ICT when presenting assignments;
  • Organise and plan;
  • Formulate, analyse and solve problems;
  • Learn independently.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Teaching is through lectures and seminar teaching supported by Study Guide resources. The Study Guide includes preparation for, and follow up on, teaching activities. This directed independent work is an important part of the module. Lectures enable the ideas of the module to be considered. Seminar work enables students to develop their understanding of the ideas and consider them in a range of professionally relevant contexts. Activities in seminars include a variety of active learning approaches including discussion, group work, presentations, question and answer sessions, individual tasks. A bulletin board on DUO enables staff and students to continue their interaction between teaching sessions. Preparation for the assignment involves students in wide reading and critical reflection on the ideas of the module.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 7 1.5 10.5
Seminars 7 2.5 17.5
Directed study in Study Guide 6 5
Preparation & Reading 267
Total 300

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Assignment 5,000 words 100%

Formative Assessment:

Outline summary of assignment argument.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University