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Session: 2022/23

Last modified: 23/03/2022 12:47:31

Title of Module: Contextualising Coaching and Mentoring

Code: EDUC11085 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Linda  Lafferty

Summary of Module

The third and final module associated with the Pg. Certificate Coaching and Mentoring focuses on the critical exploration of the process and practice of coaching and/or mentoring within an organisational context. In doing so, it provides opportunities for participants to customise their learning in relation to planned and structured engagement with a work related coaching/mentoring activity and to develop their practice in the light of reading and other agreed (and appropriate) activities.

Participants will initially re-visit the activity proposal developed as part of the second module (Situated Professional Learning) and confirm the nature and scope of the activity to be undertaken (to include clearly defined outcomes and reference to professional relevance). Having implemented their proposal, participants will review and conduct a systematic evaluation of the impact of any changes discerned during the coaching/mentoring activity and on both a personal and professional basis (demonstrating how their activity links to local and/or national priorities in their professional context). As part of this process, participants can expect to consider a number of related themes e.g. stages and duties associated with the coaching/mentoring activity; coaching/mentoring relationship; human dynamics, evaluating coaching and mentoring activities and evidencing impact.

Against this background, participants will be expected to be actively engaged with a mentoring relationship of some type, such as coaching, mentoring, peer support, action learning facilitation and over no less than an eight (8) week period.

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

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.

Online with mandatory face-to-face learning on Campus

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 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

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

L1. Demonstrate a critical understanding of the relevant literature, professional context, current developments and issues relevant to the coaching/mentoring activity.

L2. Apply a range of specialised skills, demonstrating enhanced ability to implement their activity plan, using creative and innovative approaches appropriate to a specific professional context.

L3. Undertake a critical and systematic analysis of relevant quantitative and qualitative information gathered on completion of the activity and present the results in a clear and consistent format.

L4. Critically evaluate the findings of the activity, drawing realistic and appropriate conclusions, evidencing impact on personal and professional practice and making evidence informed recommendations where appropriate to enhance organisational performance and success.

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 11.

Critical understanding of the principal theories, principles and concepts associated with a professionally relevant area

Critical understanding of a range of specialised theories, principles and concepts associated with a professionally relevant area

Critical awareness of current issues in a subject/discipline associated with a professionally relevant area

Practice: Applied Knowledge and Understanding SCQF Level 11.

Using a significant range of the principal skills, techniques, practices and/or materials which are associated with the area identified for the activity

Demonstrating originality or creativity in the application of knowledge, understanding and/or practices to a specific professional context

Generic Cognitive skills SCQF Level 11.

Applying critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of a particular subject/discipline

Developing original and creative responses to problems and issues within own professional context

Critically reviewing, consolidating and extending knowledge, skills practices and thinking within own professional context/subject or discipline

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicating, using appropriate methods, to a range of audiences with different levels of knowledge/expertise

Communication and collaboration with a range of fellow professionals to develop coaching and mentoring practice(s)

Using a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness

Autonomy, Accountability and Working with others SCQF Level 11.

Exercising substantial autonomy and initiative in professional and equivalent activities

Taking responsibility for own work and/or significant responsibility for the work of others

Demonstrating leadership and/or initiative and make an identifiable contribution to change and development
Practicing ways which draw on critical reflection on own and others’ roles and responsibilities within own professional context/subject or discipline

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

* Indicates that module descriptor is not published.

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Learning and Teaching
The module handbook will provide specific information on the particular learning and teaching methodologies adopted however, in general terms, the module is delivered using an integrated (online) delivery approach. That is to say, the various formative activities/readings build into resources which learners are able to build on/refer back to throughout the module and which have immediate application to their respective personal and professional practice. The module has 2 main ‘workshops’ each of which introduces a number of related and inter-related themes and the associated coursework consists of a number of independent and collaborative online tasks and selected reading. The handbook will also include a detailed module timeline so as to enable each learner to manage their study time accordingly; to plan and review their progress against timescales and deadlines at regular intervals throughout the module.

• Workshop 1: Reflection ‘in’ action - Implementation and Monitoring
• Workshop 2: Reflection ‘on’ action - Evaluation and Review

In order to provide participants with the opportunity for a more flexible and immersive experience in general and the practical coaching/mentoring activity in particular the module will be delivered over two terms in a 'long, thin' format. That is to say, the module commences at the start of Term 1 and concludes with the submission of the summative assessment in Term 2.
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)
Asynchronous Class Activity60
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:

Access to internet: As the programme is delivered entirely online via the University’s virtual learning environment, participants must have access to an appropriate internet connected device which will enable full engagement with, and the development of, work at Masters level. Reading: Insofar as the under noted reading list is concerned, two core (*) and both optional texts are currently available in ebook format from the library. Additional coaching/mentoring specific texts are also available in ebook format. Participants are advised to contact the programme leader about the availability of ebook formats in advance of the module commencing.

• Garvey, R., Stokes, P., Megginson, D. (2012) Coaching and Mentoring: Theory and Practice. Sage

• Jones, R., J. (2021) Coaching with Research in Mind. Routledge (*)

• Passmore, J., Peterson, D.B. and Freire, T. (Eds.) (2016) The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring. Wiley (*)

• Phillips, J. J., Pulliam-Phillips, P. (2016) Handbook of Training Evaluation and Measurement. Routledge (*)

Academic writing and 'professional enquiry' related
• Pears, R., Shields, G. (2019) Cite Them Right: the essential referencing guide. 11th edn. Red Globe Press / Macmillan International Higher Education
• McNiff. J. (2013) Action research: principles and practice. Routledge

Journals: Academic journals are a valuable source of reading. Key articles will be detailed as part of module activities where applicable however participants should also source relevant material, using databases and other resources, provided by the UWS Library as a means of extending their own personal and professional knowledge and skills.

Web sites: The internet provides a convenient way of accessing government reports, statistics and other relevant resources. It is not practical to provide a comprehensive list of sites via this descriptor however ‘useful resources’ will be signposted via the module’s learning space and participants will be encouraged to add to such a list as they too locate relevant resources.

(**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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distance learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelCareer-Long Professional Learning
ModeratorL Barrett
External ExaminerC. Jones
Accreditation DetailsNot applicable
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Participants will prepare a detailed, comprehensive (written) critical reflection of the completed coaching/mentoring activity which combines ‘professional enquiry’ and theoretical perspectives within the context of the individual’s professional practice and, in doing so, provides evidence of the complete integration and synthesis of the skills, knowledge and attributes required of an effective and competent workplace coach/mentor.
The summative piece of work accounts for 100% of the overall assessment for the module. The indicative word count of 4,500 words reflects, and is in line with, the advice and guidance set out via UWS' Assessment Handbook (reviewed and updated annually). In addition to the foregoing, individuals will be required to produce ‘validated workplace evidence’ in support of the completed activity itself. This will be negotiated and agreed with the module tutor dependent on the individual’s professional context.
(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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

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

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  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
Aligned with the overall commitment to equality and diversity stated in the Programme Specification, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Through use of the university's VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
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.