UDCMDVLR - BSc Community Development and Leadership
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Social Sciences and Professions|
|Subject Area||Social Work|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
The BSc Community Development and Leadership is an innovative and intellectually challenging course. It is designed for those who are working, or wish to work in a wide range of professional roles in the voluntary, public and private sectors. The course integrates theoretical content on the nature of community with practical experience of working with diverse individuals and communities. Throughout the course, students are invited to reflect on real life practice and case studies in community development. There is also a strong emphasis on leadership and management theory and practice.
The focus of the course is working with diverse individuals to empower them to improve their lives, and the lives of their families and communities. This could include the health, education and housing of local people, the enrichment of their neighbourhoods , integration and access to various services
Students benefit from the validation of the course by two professional bodies: the Endorsement and Quality Standards Board for Community Development Learning and the Chartered Institute of Housing.
The course is delivered through a mixture of taught sessions, group work and independent learning. Teaching, learning and assessment reflect the integration of theory and practice on the programme
The course aims:
1. To offer a course relevant to a range of careers in the area of voluntary and community sector management as well as a range of partnerships with statutory and/or private organisations.
2. To develop students’ employability through a focused emphasis on integrating theory and practice, and through the promotion of professional behaviour and membership of professional bodies
3. To facilitate the acquisition of a range of social, cultural and management theories and discourses relating to issues of policy, practice and action affecting communities.
4. To enable students to identify and communicate effectively public policy and public sector management issues arising out of political, economic, historical, cultural, social and technological changes.
5. To enable students to understand the ethical dimensions of and tensions inherent in public policy making and implementation.
6. To enable students to engage in progressively rigorous comparative theoretical analysis.
7. To facilitate the development of knowledge, understanding and practical skills involved in social investigation and/or community project development, apply their learning by choosing appropriate qualitative and quantitative research and project design and data collection methods.
8. To enable students to make dispassionate use of data as evidence in assessing priorities, seeking funding bids and quality assurance processes.
9. To facilitate the ability of students to plan and execute an independent, in-depth piece of work.
10. To enable students to apply and reflect on their learning during work placements and/or voluntary work in the context of cultural diversity and social exclusion, and hence engage in self-evaluation.
Course learning outcomes
The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of community development and leadership, including a coherent and detailed knowledge of some specialist areas in depth.
On successful completion of this course students will be able to:
1. deploy accurately established techniques of analysis and enquiry within community development and leadership;
2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of community development and leadership;
3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship in recognising the uncertainty, ambiguity and limits of knowledge;
4. manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Community Development and Leadership);
5. apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
6. critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
7. communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
8. exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts;
9. undertake appropriate further training of a professional or equivalent nature
Course learning outcomes / Module cross reference
Learning Outcomes cover LO1-9
Principle QAA benchmark statements
Youth and Community Work
Assessment throughout the course links theory and practice. Students are encouraged to reflect on their own professional practice, progress and achievements. This includes: learning logs, case studies, employment-related tasks, essays, presentations and reports.
In the final year, students focus on the specific interests they have developed in the first two years through, for example, the placement and dissertation
The course promotes learning through a wide range of assessments. The assessments are informed by learning outcomes, and by professional requirements. The focus of assessment is to allow students to demonstrate a range of subject-related, transferable and professional skills. Student progression is measured and promoted through the use of timely formative and summative assessments.
Organised work experience, work based learning, sandwich year or year abroad
A process of development planning is embedded in the course design where case studies and other materials are used to reflect on the implications for real-life situations and organisations.
This includes visits to organisations in the field as well as speakers from a variety of organisations. It enables students to reflect on their learning, develop planning skills and relate their learning to their professional development and future learning activities.
Second year students will engage in structured work-related activities. In the 3rd year students undertake a work placement in a relevant organisation, design and carry out a piece a relevant research project and draw up plans for a social enterprise.
Arrangements for promoting reflective learning and personal development
Reflective learning and personal development are core to the values and principles of Community Development. As such, personal development planning and reflective learning, reflective practices, target setting, review and self-assessment are embedded throughout the course. A range of activities ask students to apply these to themselves, their personal aspirations, their work/volunteering experience, and future work in a community context. Opportunities for collaborative learning are designed to enable students to progress from being a passive to an active and reflective learner in control of own learning and to support others in making developmental decisions and choices.
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
Career, employability and opportunities for continuing professional development
The course has extensive contacts with employers and voluntary groups. Students benefit from regular guest speakers from a range of professions, and from engagement with the University Careers Service. Transferable and employability skills are mainstreamed in core modules, and a bespoke employability module is offered to students. A number of modules, including the placement, require students to have contact with employers and produce career-specific work
Students are provided with opportunities to meet with employers in areas such as health, crime reduction, social care, housing, community education, women's projects, BME projects and youth projects. Students choose their work placement and this can lead to a wide range of careers.
This expanding field of careers incorporates managers or researchers. Job titles might include community centre manager, project officer, fundraising manager, and volunteer co-ordinator.
Related careers are in housing, health, education, regeneration, crime reduction, in community trusts and charitable organisations, local councils and national institutions and non-government organisations (NGOs).
Some students also progress to postgraduate study.
In addition to the University's standard entry requirements, you should have:
- a minimum of grades BBC in three A levels (or a minimum of 112 UCAS points from an equivalent Level 3 qualification eg Advanced Diploma)
- English Language GCSE at grade C/grade 4 or above (or equivalent)
Applications are welcome from mature students who have passed appropriate Access or other preparatory courses or have appropriate work experience.
We also welcome those without formal qualifications who can show enthusiasm, commitment, and the ability to benefit from higher education.
If you don’t have traditional qualifications or can’t meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Community Development and Youth Extended Degree (including Foundation Year) BSc.
All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
Official use and codes
|Approved to run from||2013/14||Specification version||1||Specification status||Validated|
|Original validation date||01 Sep 2013||Last validation date||01 Sep 2013|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||L300 (Sociology): 100%|
Stage 1 Level 04 September start Offered
|SS4000||Cultures, Identity and Difference||Core||30||NORTH||AUT+SPR||THU||AM|
|SS4007||Social Problems and Social Issues||Core||30|
|SS4011||Principles of Community Work||Core||30||NORTH||AUT+SPR||THU||PM|
|SS4018||Introduction to Self-Leadership||Core||30||NORTH||AUT+SPR||TUE||AM|
Stage 1 Level 04 January start Not currently offered
|SS4000||Cultures, Identity and Difference||Core||30|
|SS4007||Social Problems and Social Issues||Core||30|
|SS4011||Principles of Community Work||Core||30|
|SS4018||Introduction to Self-Leadership||Core||30|
Stage 2 Level 05 September start Offered
|SS5002||Human Rights, Social Justice and Diversity||Core||30||NORTH||AUT+SPR||TUE||AM|
|SS5017||Researching Youth and Community Issues||Core||30||NORTH||AUT+SPR||TUE||PM|
|SS5018||Management and Leadership in Youth and Communit...||Core||30||NORTH||AUT+SPR||WED||AM|
|SS5014||Global Inequalities in the 21st Century||Option||30||NORTH||AUT+SPR||MON||PM|
|SS5060||Employability in the Community Sector||Option||15||NORTH||SPR||WED||PM|
|SS5065||Communities in Transition||Option||15||NORTH||AUT||WED||PM|
|SS5068||Disability and Inclusion||Option||15||NORTH||SPR||WED||PM|
Stage 3 Level 06 September start Offered
|SS6001||Development and Social Enterprise||Core||30||NORTH||AUT+SPR||WED||PM|
|SS6P06||Community and Youth Dissertation||Core||30||NORTH||AUT+SPR||WED||AM|
|SS6W01||Work Placement for Professional Development||Core||30||NORTH||AUT+SPR||WED||AM|
|SS6009||Management and Supervision in Youth and Communi...||Option||30||NORTH||AUT+SPR||TUE||PM|
|SS6057||Homelessness and Housing Policy||Option||15||NORTH||AUT||THU||AM|
|SS6058||Housing Issues and Housing Solutions||Option||15||NORTH||SPR||THU||AM|