Business and Management Education (Teacher Training) PGCert - 2022/3
University of Surrey
University of Surrey
FHEQ Level 7
Final award and programme/pathway title
PGCert Business and Management Education (Teacher Training) PGCert
Association to Advance Collegiate Schools of Business (AACSB)
Accredited by the Association to Advance Collegiate Schools of Business (AACSB).
Modes of study
|Route code||Credits and ECTS Credits|
|Distance Learning||PKA55022||60 credits and 30 ECTS credits|
QAA Subject benchmark statement (if applicable)
Business and Management (Master)
Other internal and / or external reference points
Faculty and Department / School
Faculty of Arts and Social Sciences - Surrey Business School
RIVERS Christine (SBS)
Date of production/revision of spec
Educational aims of the programme
- Application - an ability to demonstrate high level learning and problem solving abilities in the range of modules studied. In particular: apply subject knowledge and understanding to various disciplines relevant to management education (e.g. accounting and finance, marketing, human resource), Utilise acquired knowledge and understanding for the innovation of new subject content/ modules, critically evaluate concepts of leadership in management education. Specifically in the context of module creation and programme leadership
- Application - an ability to independently and critically evaluate approaches and techniques relevant to management education and the discipline concerned.
- Ethical understanding - an awareness of the ethical dilemmas likely to arise in management education (teaching and research), and an ability to formulate solutions in dialogue with peers, clients, mentors and others.
- Knowledge and Understanding - A systematic, in-depth understanding of the development, issues and influences relevant to management education. In particular: Acquire knowledge about the history and theory of management education and teaching practices in the light of responsible, ethical and sustainable management education perspectives, understand the business school landscape in the higher education context and the role of accrediting bodies, critically analyse the relationship between business schools as educators, industry partners and external governing bodies, acquire knowledge about reflective and prospective thinking through coaching.
- Knowledge and understanding - an understanding of the research process in management education.
- Reflection and prospection - critically interrogate theoretical assumptions, development and practices in management education and consider aspects of responsible, ethical and sustainable management education.
- Reflection and prospection - identify opportunities to learn from reflective and prospective behaviour in order to develop an individual learning and teaching philosophy and style based on their experiences, beliefs and values informed by their studies.
- Synthesis and creaticity - an ability to identify modifications to existing knowledge structures and theoretical frameworks and therefore to propose new areas for investigation, new problems, new or alternative applications or methodological approaches.
- Synthesis and creativity - an ability to conduct research: this includes the ability to select, define and focus upon an issue at an appropriate level; to develop and apply relevant and sound methodologies; to analyse the issue; to develop recommendations and logical conclusions; to be aware of the limitations of the research work.
- Transferable skills are derived from the three educational strands outlined above. Student should develop a range of generic skills relevant to the needs of teaching professionals in management education. These include: the ability to apply theoretical concepts with confidence based on inquiry and reflection, the ability to develop teaching practices based on understanding, evidence and practice (experimentation), the ability to consolidate learning and teaching practices with subject specific knowledge, the ability to carry out the profession within the Principles for Responsible Management Education (PRME).
Programme learning outcomes
|To demonstrate systematic understanding of knowledge and critical awareness of historical, current and theoretical developments and approaches in management learning||K||PGCert|
|To understand and critically evaluate the business school landscape in the HE sector and the role of external and accredited bodies||K||PGCert|
|To apply the principles of responsible management education||K||PGCert|
|To demonstrate the ability to critically evaluate research and practices in management education and to develop sound arguments based on evidence leading to assumptions for further inquiry||C||PGCert|
|To develop a set of practical and innovative skills for teaching in an online and offline space||P||PGCert|
|To demonstrate reflective and prospective thinking skills, acquired throughout the programme through various types of assessment (Module 1 - develop, module 2 - improve, module 3 - advance, module 4 - present/ demonstrate)||P||PGCert|
|To establish an individual learning and teaching style based on reflective and prospective self-evaluation||P||PGCert|
|To demonstrate initiative and responsibility in management education||T||PGCert|
|To establish an individual pedagogic approach in management education based on reflective and prospective self-evaluation supported by coaching and a step by step approach to advancing reflection and prospection techniques||T||PGCert|
|The drive to continue widening their understanding and skills in management education including aspects of responsible management education, ethics in management education, sustainability in management education||T||PGCert|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
This programme is studied full-time over six months.
Programme Adjustments (if applicable)
Postgraduate Certificate - FHEQ Level 7
Opportunities for placements / work related learning / collaborative activity
|Associate Tutor(s) / Guest Speakers / Visiting Academics||N|
|Professional Training Year (PTY)||N|
|Placement(s) (study or work that are not part of PTY)||N|
|Clinical Placement(s) (that are not part of the PTY scheme)||N|
|Study exchange (Level 5)||N|
This programme is delivered as an online programme with a 3-day summer school at the end. There is a strong focus on independent learning and reflective and prospective thinking. This approach is supported by the idea of coaching sessions throughout one¿s study. Each student is allocated a personal learning Coach and offered weekly face-to-face session virtual or in person to help students sharpen their reflective and prospective skills. Students are encouraged to keep a reflective diary and to discuss aspects of it with their Personal Learning Advisor in order to enhance their skills and develop these further. This should help students to meet the programme learning outcomes outlined above and to specifically establish an individual pedagogic philosophy/ approach in ME necessary for teaching students of any FHEQ level. This will be achieved by introducing students from the beginning to reflective and prospective thinking skills. Each module has a specific focus and uses coaching techniques to support this aspect. Module 1 (Introduction to Management Education) focuses on developing reflective and prospective skills either from the start or further depending on the level of reflective and prospective awareness of the student. Module 2 (Theoretical Foundations in Management Education) builds on the skills acquired and feedback and 1:2:1 consultations aim to improve these skills where necessary through coaching techniques. Module 3 (Innovation and Leadership in Management Education) advances reflective and prospective skills to the point that students should be able to follow the techniques learned through 1:2:1 coaching sessions themselves. This is an important aspect for student interaction. Module 4 (Management Education in Practice) gives students the opportunity to demonstrate how mastering these skills supported the development of their pedagogic philosophy.
The Regulations and Codes of Practice for taught programmes can be found at:
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.