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
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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
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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
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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.
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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
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
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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.
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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.
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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.
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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)
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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
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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!
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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.
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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]
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