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Module Descriptors

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Session: 2022/23

Last modified: 11/03/2022 16:37:56

Title of Module: Creative Mission in a Changing Culture L9

Code: THEO09008 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Graham  Meiklejohn

Summary of Module

This module will comprise an in-depth introduction to the predominant ways in which the Christian community has understood and practiced ‘mission’ with a view to enabling the informed development of mission strategies that take account of the historic Christian tradition while also being relevant to the emerging shape of diverse local cultures in the 21st century.  The combination of biblical and theological perspectives with insights from the social sciences provides a matrix for critical reflection on a range of contemporary expressions of Christian mission so as to form a credible basis for practical mission strategies in a local church context.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Understand and critically evaluate the nature of cultural change in relation to the spiritual search of contemporary culture.

L2. Utilise insights from the social sciences as well as biblical, theological and other historical resources in understanding the opportunities for a new missional engagement.

L3. Identify both traditional and innovative models of mission and demonstrate a discerning knowledge of how each may function in relation to diverse historical and cultural contexts.

L4. Demonstrate advanced skills in reflective practice and cross-cultural theological reflection through a critical understanding of contemporary missional initiatives in the global north.

L5. Autonomously exercise transferable skills in strategic planning through the identification and construction of a missional project relevant to their own local context.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

A broad and integrated knowledge of the core theories, concepts, and principles of mission as a practice of the Church.

A critical understanding with some detailed knowledge of variety in mission as related to variables such as theology and context.


Practice: Applied Knowledge and Understanding SCQF Level 9.

Critically evaluate in some detail a range of mission practices.

Devising their own mission strategy negotiating a number of the complex issues involved.

Generic Cognitive skills SCQF Level 9.

Drawing on a range of sources to present an advanced strategy in keeping with the core theories, concepts, and principles of the discipline.

Communication, ICT and Numeracy Skills SCQF Level 9.

Evaluative of secondary literature, IT applications and online resources for assessment material.

Autonomy, Accountability and Working with others SCQF Level 9.

Constructive participation in discussions on at times contested areas of study, demonstrating an obvious capacity to listen to opposing viewpoints and to clearly articulate ones own.

Autonomy, initiative, and responsibility in individual and group project work.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery24
Tutorial/Synchronous Support Activity12
Asynchronous Class Activity24
Independent Study140
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Croft, Steven (ed), Mission-shaped Questions (London: Church House Publishing, 2008)

Drane, John, After McDonaldization: Mission, Ministry, and Christian Discipleship in an Age of Uncertainty (London: DLT, 2008)

Hollinghurst, Steve, Mission Shaped Evangelism (Norwich: Canterbury Press, 2010)

Moynagh, Michael, Church for Every Context: An Introduction to Theology and Practice (London: SCM Press, 2012)

Roxburgh, Alan J & M Scott Boren, Introducing the Missional Church (Grand Rapids: Baker Books, 2009)

Simpson, Ray, St Aidan’s way of mission: Celtic insights for a post-Christian world (Oxford: BRF, 2016)

Smith, David, Mission After Christendom (London: DLT, 2003)

Van Gelder, Craig & Dwight J Zscheile, The Missional Church in perspective (Grand Rapids: Baker Academic 2011)

Volland, Michael, The Minister as Entrepreneur: leading and growing the church in an age of rapid change (London: SPCK, 2015)

Wright, Christopher J H, The Mission of God: unlocking the Bible’s grand narrative (Nottingham: IVP, 2006)

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelDivinity
ModeratorDr. Ian Birch
External ExaminerA Jack
Accreditation Details
Version Number

2.06

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Assessment: (also refer to Assessment Outcomes Grids below)
Assignment: Book Reviews 30%
Assignment: Practical Report 70%
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Review/ Article/ Critique/ Papercheck mark check mark  300

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical work check mark check markcheck mark701
Combined Total For All Components100% 1 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint. The college actively encourages an environment of openness and religious tolerance, but the main function of the college is the training of ministerial candidates and the learning environment will be supportive of this.

Adjustments can be made for students with differing needs. This may include alterations to assessment methods or normal practice to ensure that individuals are not disadvantaged.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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