Education Management and Leadership

learning outcomes of a unit. One credit is equal to 10
hours of TQT.

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ENTRY REQUIREMENTS

For entry onto the OTHM Level 7 Diploma in Education Management and Leadership
qualification, learners must possess:
• An honours degree in a related subject or UK level 6 diploma or an equivalent
overseas qualification
• Mature learners with management experience (learners must check with the
delivery centre regarding this experience prior to registering for the programme)
• Learners must be 21 years old or older at the beginning of the course

English requirements: If a learner is not from a majority English-speaking country must
provide evidence of English language competency. For more information visit the English
Language Expectations web page.

PROGRESSION

Achieving the OTHM Level 7 Diploma in Education Management and Leadership
qualification enables learners to progress into or within employment and/or continue their
further study. As this qualification is approved and regulated by Ofqual (Office of the
Qualifications and Examinations Regulation), learners are eligible to progress to Master’s
top-up programmes at many universities in the UK and overseas with advanced standing.
For more information visit the University Progressions page.


DELIVERY OF OTHM QUALIFICATIONS

OTHM do not specify the mode of delivery for its qualifications, therefore OTHM Centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
Learners. However, OTHM Centres should consider the learners’ complete learning
experience when designing the delivery of programmes.

OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted.
Where it is reasonable and practicable to do so, it will take steps to address identified
inequalities or barriers that may arise.

Guided Learning Hours (GLH) which are listed in each unit gives the Centres the number of
hours of teacher-supervised or direct study time likely to be required to teach that unit.

ASSESSMENT AND VERIFICATION

All units within this qualification are internally assessed by the centre and externally verified
by OTHM. The qualifications are criterion referenced, based on the achievement of all the
specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment
criteria. Judgement that the learners have successfully fulfilled the assessment criteria is
made by the Assessor.

The Assessor should provide an audit trail showing how the judgement of the learners’
overall achievement has been arrived at.

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Specific assessment guidance and relevant marking criteria for each unit are made available
in the Assignment Brief document. These are made available to centres immediately after
registration of one or more learners.

OPPORTUNITIES FOR LEARNERS TO PASS

Centres are responsible for managing learners who have not achieved a Pass for the
qualification having completed the assessment. However, OTHM expects at a minimum, that
centres must have in place a clear feedback mechanism to learners by which they can
effectively retrain the learner in all the areas required before re-assessing the learner.


RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT

Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit
through knowledge, understanding or skills they already possess and do not need to
develop through a course of learning.

RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:
• Accreditation of Prior Learning (APL)
• Accreditation of Prior Experiential Learning (APEL)
• Accreditation of Prior Achievement (APA)
• Accreditation of Prior Learning and Achievement (APLA)

All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the
learning outcome and its related assessment criteria at that particular level.

Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more
learning outcomes, or to partly meet the need of a learning outcome, then additional
assessment methods should be used to generate sufficient evidence to be able to award the
learning outcome(s) for the whole unit. This may include a combination of units where
applicable.

EQUALITY AND DIVERSITY

OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all
other related equality and diversity legislation, in relation to our qualifications.

We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
religion or belief, and sexual orientation.

If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly
in the qualification specification.

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UNIT SPECIFICATIONS

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Contemporary Issues in Education: Theory, Policy and Practice

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
The learner will:
Assessment Criteria –
The learner can:
Indicative content
1. Understand contemporary issues
affecting education policy and their
impact on organisations.

1.1 Examine recent conceptual changes in
educational theory, policy and practice.
1.2 Evaluate influencing factors on education
theory, policy and practice.
1.3 Analyse the implications of education theory,
policy and practice on stakeholders.
• Funding mechanisms; learner engagement;
learner demographics; use of technology to
facilitate learning; identify internal and external
stakeholders; consideration of perceptions,
expectations and needs of learners,
practitioners, funders, stakeholders and
educational organisations; skills development;
use of approaches to engage learners.
2. Understand the impact of policy
change on educational provision.

2.1 Discuss the impact of key policy changes on
teaching, learning and assessment.
2.2 Describe the requirement for continuous
improvement.
2.3 Examine the measurement of continuous
improvement.
• Implementing standards; quality strategies in
service delivery; developing a quality led
organisation; staff involvement; monitoring and
evaluation of roles and responsibilities in
learning delivery; links between initial or

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2.4 Evaluate models and theories of quality
management in service delivery.
diagnostic assessment, training or learning
needs analysis and outcomes; standardised
approaches to teaching, learning and
assessment.
• Different concepts e.g. force field analysis,
benchmarking, lean management, TQM, and
Deming cycle.
• Continuous improvement: establish a need to
improve; determine current performance; obtain
commitment; define the improvement objective;
organise the diagnostic resources; carry out
research; analysis cause of current
performance; define and test solutions; produce
improvement plans; overcome resistance to
change; implement changes; controls to hold
new levels of performance; and repeat process.
3. Understand developments in the
education system resulting from
legislatory requirements.
3.1 Explain the interrelationship between recent
developments in the education system and
legislation.
3.2 Evaluate current educational practice which
has changed as a result of legislation.
• Developments and changes e.g. national
policy; economic, ideological; National
Curriculum changes; Apprenticeships;
employer involvement; professional/vocational
standards; inclusive curriculum. flexible,
integrated, modular or unit-based; holistic
learning and application; knowledge transfer;
distance learning, blended learning.

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment criteria to be covered Type of assessment
Word count (approx. length of
coursework)
All 1 to 3 All under LO 1 to 3 Reports 4500 words

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Indicative Reading list

Avis J, Fisher R and Thompson R (eds). (2009). Teaching in Lifelong Learning: A Guide to Theory and Practice. Open University Press:

Cohen L, Manion L, Morrison K and Wyse D. (2017). A Guide to Teaching Practice, 5th edition. Routledge: London

Illeris, K. (2018) Contemporary theories of learning: learning theorists: in their own words. Routledge: London.

Johnston, R., Clark, G., and Shulver, M. (2012). Service Operations Management: Improving Service Delivery. Pearson: London.

Oakland J. (1995). Total Quality Management. Butterworth-Heinemann Ltd: Oxford.

Website Links

https://www.gov.uk/government/organisations/department-for-business-energy-and-industrial-strategy
Department for Business, Energy & Industrial Strategy

https://www.gov.uk/government/organisations/department-for-education
Department for Education

www.Dylanwiliam.net
Dylan Wiliam, professional development materials

www.crll.org.uk
Centre for Research in Lifelong Learning

www.excellencegateway.org.uk
Excellence Gateway

www.infed.org
Informal education

www.geoffpetty.com
Geoff Petty, on-line teaching resources

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www.ofsted.gov.uk
Office for Standards in Education

https://set.et-foundation.co.uk/
Society for Education and Training

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The Management of Educational Change

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
The learner will:
Assessment Criteria –
The learner can:
Indicative content
1. Be able to recognise issues requiring
change in education.
1.1 Research the need for change in an
educational organisation.
1.2 Analyse the application of models of
change management.
• The concept of change and the implications of
this in a business environment; how to use
change as a means of making improvements;
how to analyse current situation and evaluate
the impact of a proposed change;
models e.g. Lewin’s Change Management
Model,
John Kotter’s 8 steps of leading change,
the change transition curve
McKinsey’s 7 - S model.

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2. Be able to instigate change and
improvement in educational
organisations.
2.1 Develop a plan for change using information
and feedback from appropriate sources.
2.2 Determine the potential impact of change
on resources and service delivery.
2.3 Communicate the plan for change to
stakeholders to gain their support.
2.4 Implement a plan for change.
• Identification of key stakeholders; involving
stakeholders; utilising expertise to identify the
need for resources; what needs to be included in
a report recommending change; key factors
which might influence stakeholders; internal
reporting structures and methods of
communication.
3. Be able to monitor the change
process.
3.1 Utilise systems for monitoring the
implementation of a plan for change.
3.2 Propose ways of overcoming resistance to
planned change.
3.3 Evaluate the progress of a change
implementation plan against SMART
objectives.
• Anticipating the reaction of stakeholders; levels
of authority and negotiating; establishing
SMART objectives; how to establish achievable
milestones, project management tools e.g. Gantt
and Pert charts; the process of reviewing
progress against planned objectives;
contingency planning.


Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment criteria to be covered
Type of
assessment
Word count (approx. length
of coursework)
All 1 to 3 All under LO 1 to 3 Case Study 4500 words


Indicative Reading list

Cameron, E, Green, M. (2015). Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organizational
Change. Kogan Page: London.

Hayes, J. (2018). The Theory and Practice of Change Management. Palgrave: London.

Lea J Hayes, D Armitage, A, Lomas, L and Markless, S. (2003). Working in Post Compulsory Education. Open University Press: London.

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Neary M. (2002). Curriculum Studies in Post-Compulsory and Adult Education: A Teacher’s and Student Teacher’s Study Guide. Nelson Thornes:
London.

Oakland J. (1994). Total Quality Management. Butterworth: London.

Website Links

https://www.gov.uk/government/organisations/department-for-business-energy-and-industrial-strategy
Department for Business, Energy & Industrial Strategy
https://www.gov.uk/government/organisations/department-for-education
Department for Education
www.Dylanwiliam.net
Dylan Wiliam, professional development materials
www.crll.org.uk
Centre for Research in Lifelong Learning
www.excellencegateway.org.uk
Excellence Gateway
www.infed.org
Informal education
www.geoffpetty.com
Geoff Petty, on-line teaching resources

www.ofsted.gov.uk
Office for Standards in Education

https://set.et-foundation.co.uk/
Society for Education and Training

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SPECIFICATION | 2023 |


Managing Effective Intercultural Communication and Perspectives

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content
1. Understand the issues and
theoretical constructs surrounding
intercultural communication and
perspectives.
1.1 Explore how an increasingly globalised and
connected world necessitates dynamic
communication skills.
1.2 Assess how intercultural communication has
become established as an important aspect
of applied linguistics.
1.3 Critically evaluate the implications this
growth has for educators.
• Issues and theoretical constructs:
meta/theoretical perspective e.g. critical,
interpretive, social science; research context-
e.g. face to face, mediated; focus, e.g.
intracultural, cross cultural, intercultural; target
cultural group.
• Approaches: methods/procedures to overcome
particular communication challenges e.g. those
with learning difficulties, hearing impaired,
visually impaired, English as a second
language; use of feedback skills to facilitate
communication and workplace
• relationships; persuasion and negotiation skills

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appropriate to different situations and people.
2. Understand how dimensions of
culture can be barriers to effective
communication.
2.1 Analyse the influences of culture on
communication and perspectives.
2.2 Explain how barriers of stereotyping and
ethnocentrism impede effective intercultural
communication and perspectives.
2.3 Compare and contrast communication
barriers between two national contexts.
2.4 Evaluate the cultural and social impact of
barriers to communication in one national
context.
• Barriers to effective communication: Hall’s
(1976) conception of high and low context
cultures; Hofstede’s (2001) five dimensions of
cultural values; avoidance and Confucian
dynamism; relate to own cultural identities and
backgrounds.
• Influences: cultural and religious beliefs;
education; class structure; and social priorities
in education.
3. Understand how to lead interaction in
diverse cultural settings within
academic contexts.
3.1 Define intercultural competence.
3.2 Self-assess own levels of ethnocentrism.
3.3 Examine own cultural assumptions and
biases.
3.4 Summarise practical strategies to enhance
own and others’ intercultural competence.
3.5 Explore how to utilise positive aspects of
own cultural assumptions and biases to lead
positive intercultural communication.
• Interaction: stereotyping from a cognitive
perspective; how stereotypes hamper face-to-
face contact with others; own levels of
ethnocentrism using Neuliep and McCroskey’s
(1997) GENE scale.


4. Understand the management of
intercultural communication in
education.


4.1 Explore the notion of ‘culture shock’ in
relation to managing intercultural
communication in education.
4.2 Examine what is acceptable behaviour and
appropriate discourse within educational
settings.
4.3 Analyse how to manage the challenges
associated with adopting unfamiliar
communication focussed pedagogies in
relation to learning.
4.4 Evaluate strategies for managing the
disorientation and stress that can arise from
unfamiliarity.
• Implications: ‘culture shock’ seen as a period of
adaptation in relation to different styles and
approaches used in education and training,
relevance of the communication cycle for
effective communication; selecting an
appropriate tone, language, and level of
formality; sequenced delivery linked to
assessment; skills development; integrated
approach; e-learning; distance or blended
approach; staffing; adapting language;
recognising and addressing barriers; engaging
learners in own communication.

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Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment criteria to be covered Type of assessment
Word count (approx.
length of coursework)
All 1 to 2 All under LO 1 to 2 Research and analysis report 1500 words
All 3 All under LO 3 Self-evaluation Report 1500 words
All 4 All under LO 4 Presentation 1500 words


Indicative Reading list

Bhatia, V.K. (1993). Analysing genre: Language use in professional settings. London: Longman

Bennett, M. J. (2013). Basic concepts of intercultural communication. Paradigms, principles and practices (2nd ed.). Boston: Intercultural Press

Connor, U. (1996). Contrastive rhetoric. Cambridge: Cambridge University Press

Connor, U., Nagelhout, E., & Rozycki, W. (Eds.). (2008). Contrastive rhetoric: Reaching to intercultural rhetoric. Amsterdam: John Benjamins

Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: University of Michigan Press

Jandt, F. E. (2009). An introduction to intercultural communication: Identities in a global community (5th ed.). Thousand Oaks: Sage

Neuliep, J. W. (2014). Intercultural communication: A contextual approach (6th ed.). Thousand Oaks. CA: Sage

Samovar, L. A., & Porter, R. E. (Eds.). (2003). Intercultural communication: A reader (10
th
ed.). Belmont, CA: Thomson Wadsworth

Swales, J. (2008). Research genres: Explorations and applications. Cambridge: CUP

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Website Links

www.Dylanwiliam.net
Dylan Wiliam, professional development materials

www.crll.org.uk
Centre for Research in Lifelong Learning

www.excellencegateway.org.uk
Excellence Gateway
www.infed.org
Informal education

www.geoffpetty.com
Geoff Petty, on-line teaching resources

www.ofsted.gov.uk
Office for Standards in Education

https://set.et-foundation.co.uk/
Society for Education and Training

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Pedagogy and Practice in Education

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
The learner will:
Assessment Criteria –
The learner can:
Indicative content
1. Understand what is meant by
subject pedagogy.
1.1 Explain subject pedagogy in own
educational specialism or subject.
1.2 Analyse teaching, learning and assessment
approaches relevant to own subject area.
1.3 Evaluate teaching, learning and assessment
approaches potential for pedagogy.
• Subject pedagogy: e.g. concepts of specialist
knowledge; learner engagement; experiential
learning; kinesthetic principles; multisensory
models; taxonomy of learning; mastery learning;
scaffolded learning; engaging in learning process;
agreed and shared outcomes and goals.
2. Understand the nature of
knowledge and its role in
developing pedagogy.
2.1 Critically evaluate the relationship between
policy, practice and theory
2.2 Examine how enquiry in practice can extend
understanding of pedagogy.
• The nature of knowledge and its role in developing
pedagogy: developing and expanding preferred
learning styles, opportunities for study skills,
research and directed study.
3. Be able to draw on theory and
research to support own
3.1 Apply pedagogic theory and practice to own
practice.
• Support own pedagogic practices: identify skills
strengths/ shortfall; opportunities to address skills

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pedagogic practices. 3.2 Improve professional practice through
observation, reflection, evaluation, enquiry
and collaboration.
3.3 Self-evaluate and apply learning to enhance
practice.
needs; use of SWOT analysis; short- and long-
term goals; inclusivity; diversity in range of styles
and approaches; building understanding;
recognising and addressing barriers

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment criteria to be covered Type of assessment
Word count (approx. length of
coursework)
All 1 to 3 All under LO 1 to 3 Reports 4500 words

Indicative Reading list

Gadsby C. (2012). Perfect Assessment for Learning. Independent Thinking Press: Carmarthen.

Gould J. (2012). Learning Theory and Classroom Practice in the LLLS. Learning Matters: Exeter.

Gravells A and Simpson S. (2010). Planning and Enabling Learning in the Lifelong Learning Sector. Learning Matters: Exeter.

Petty G. (2009). Evidence-Based Teaching: A Practical Approach, Second Edition. Nelson Thornes: London.

Wallace S. (2010). The Lifelong Learning Sector Reflective Reader. Learning Matters: Exeter.

Website Links

www.Dylanwiliam.net
Dylan Wiliam, professional development materials

https://www.tes.com/news/what-is-pedagogy-definition

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What is pedagogy?

www.crll.org.uk
Centre for Research in Lifelong Learning

www.excellencegateway.org.uk
Excellence Gateway

www.infed.org
Informal education

www.geoffpetty.com
Geoff Petty, on-line teaching resources

www.ofsted.gov.uk
Office for Standards in Education

https://set.et-foundation.co.uk/
Society for Education and Training

OTHM LEVEL 7 DIPLOMA IN EDUCATION MANAGEMENT AND LEADERSHIP SPECIFICATION



SPECIFICATION | 2023 |


Leading Reflective Practice in Education

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes-
The learner will:
Assessment Criteria-
The learner can:
Indicative content
1. Understand the function of reflective
practice in relation to leading the
improvement of educational provision
and practice.

1.1 Analyse how educational practitioners use
reflective practice.
1.2 Evaluate how reflective practice influences
behaviour in educational contexts.
1.3 Explore the potential advantages and
disadvantages of using reflective practice.
1.4 Explain the importance of leading the
engagement of reflective practice to improve
own and others’ skills, practice and subject
knowledge.
• Application of reflective practice: how and
where to seek information about current best
practice; sources of feedback on practice;
seeking a critique of skills, knowledge and
practical competence; observations; mentoring
and critical friend model; gathering and record
information in order to engage in continuing
professional development (CPD), influences on
own and others’ knowledge, skills and practical
competence.
2. Understand theories and
approaches for reflective
practice.
2.1 Examine theories of reflective practice.
2.2 Examine approaches for reflective practice.
• Theories and approaches: e.g. Kolb-
experiential learning; Schön-reflection in action
and reflection on action; Gibbs-reflective cycle;

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reflecting in and-on-action; Plan-Do-Review;
SMART (specific, measurable, achievable,
realistic, time-related) targets; SWOT
(strengths, weaknesses, opportunities, threats)
analysis.
3. Be able to develop reflective practice
skills in an educational setting.
3.1 Reflect on practice using a previously
discussed model.
3.2 Apply the outcomes of reflection to practice
through action planning and creating a
personal development plan.
3.3 Analyse how reflective practice can change
own perspectives, behaviours, attitudes and
approaches.
• Reflective practice skills: use of theories and
tools of reflection; own role, responsibilities and
limitations; reflect on the effectiveness of
theories for own practice; reflect on own
practice in promoting diversity, equality and
inclusion; adapt and improve practice in
response to taking part in reflection.
• Personal Development Plan: document a
process of self-analysis, personal reflection and
honest appraisal of your strengths and
weaknesses.
o Establish purpose or direction
o Identify development needs
o Identify learning opportunities
o Formulate an action plan
o Undertake the development
o Record the outcomes
o Evaluate and review
• Reflect on own practice in promoting diversity,
equality and inclusion; adapt and improve
practice in response to taking part in reflection.
4. Understand how to lead others in
reflective practice.
4.1 Analyse the importance of supporting others’
reflection and continual professional
development.
4.2 Describe approaches used to facilitate
other’s reflective practice.
• Supporting others in reflective practice: use of
observation; feedback on practice; observation
or work shadowing; practice evaluation; use of
reflective journal/individual learning plan; formal
self-appraisal review.

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Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment criteria to be covered Type of assessment
Word count (approx.
length of coursework)
All 1 to 4 All under LO 1 to 4
Case Study and Personal
Development Plan
4500 words

Indicative Reading list

Barrett, R. (2013). The Values-Driven Organisation: Unleashing Human Potential for Performance and Profit. Abingdon: Routledge.

Hillier, Y. (2015). Reflective Teaching in Further and Adult Education. London: Continuum.

Moon, J. (2000). Reflection in Learning and Professional Development. London: Kogan Page.

Petty, G. (2009). Evidence Based Teaching: A Practical Approach. Cheltenham: Nelson Thornes

Roffey-Barentsen, J & Malthouse, R. (2009). Reflective Practice in the Lifelong Learning Sector. Exeter: Learning Matters.

Website Links

https://www.gov.uk/government/organisations/department-for-education
Department for Education

www.Dylanwiliam.net
Dylan Wiliam, professional development materials

www.crll.org.uk
Centre for Research in Lifelong Learning

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www.excellencegateway.org.uk
Excellence Gateway
www.infed.org
Informal education
www.cipd.co.uk/Images/reflective-practice
What is Reflective Practice? - CIPD

www.geoffpetty.com
Geoff Petty, on-line teaching resources

www.ofsted.gov.uk
Office for Standards in Education

https://set.et-foundation.co.uk/
Society for Education and Training

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SPECIFICATION | 2023 |


Research Methods in Education

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcomes –
The learner will:
Assessment Criteria –
The learner can:
Indicative content
1. Understand the relevance of
research within educational contexts.
1.1 Justify the contribution of research to
education provision.
1.2 Evaluate an existing piece of research
relevant to education provision.
• Quality improvement, evidence, guidelines and
policy.
2. Understand research approaches in
educational contexts.
2.1 Critically evaluate a range of research
philosophies.
2.2 Examine different approaches to research.
• Ontology, epistemology, axiology, positivism;
realism; interpretivism; pragmatism; and
qualitative and qualitative approaches.
3. Be able to plan and design a
research proposal relevant to
management of educational contexts.
3.1 Justify the elements of a research proposal.
3.2 Design an appropriate research proposal.
3.3 Analyse the ethical aspects of research.
• Elements: Statement of problem, literature
review, conceptual framework, research
question, hypothesis, terms of reference,
methodology, timelines – scope of work and
budget.
• Ethics: Permissions and approvals, consent,
confidentiality and anonymity.

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SPECIFICATION | 2023 |

4. Be able to analyse and interpret a
range of data.
4.1 Explain types and sources of research data.
4.2 Analyse data using appropriate approaches.
4.3 Evaluate the significance of data and the
method of collection.
4.4 Draw conclusions from data collected.
• Data collecting methods, types of data, analysis
approaches, statistics packages, grounded
theory, validity and reliability.

5. Understand the relationship between
research and evidence-based
practice.
5.1 Analyse the relationship between research
and evidence-based practice.
5.2 Analyse the contribution of research and
evidence-based practice to decision-making.
• Integration of relevant and current expertise,
values and philosophies, application of the best
research evidence into teaching, learning and
assessment.

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment criteria to be covered Type of assessment
Word count (approx.
length of coursework)
All 1 to 5 All under LO 1 to 5 Research Project 4500 words

Indicative Reading list

Bryman, R. (2012). Social Research Methods. OU Press: Oxford

Cresewell, J. W. (2014). An Introduction to Mixed Methods Research. Sage: London

Walker, I. (2010). Research Methods and Statistics. Palgrave: London

Bratton, J., and Gold, J. (2012). Human Resource Management: Theory and Practice. Palgrave Macmillan: London

Marchin, M., and Wilkinson, A. (2012). Human Resource Management at Work. 5
th
Edition. Chartered Institute of Personnel and Development:
London

Myers, P., Hulks, S. and Wiggins, L. (2012). Organisational Change: Perspectives on Theory and Practice, OUP: Oxford

OTHM LEVEL 7 DIPLOMA IN EDUCATION MANAGEMENT AND LEADERSHIP SPECIFICATION



SPECIFICATION | 2023 |

Website Links

SCIE resources and services – SCIE
SCIE Research briefings

https://www.gov.uk/government/organisations/department-for-business-energy-and-industrial-strategy
Department for Business, Energy & Industrial Strategy

https://www.gov.uk/government/organisations/department-for-education
Department for Education

www.crll.org.uk
Centre for Research in Lifelong Learning

www.geoffpetty.com
Geoff Petty, on-line teaching resources

www.ofsted.gov.uk
Office for Standards in Education

https://set.et-foundation.co.uk/
Society for Education and Training

https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=51427&printable=1
Open Educational Research Assets (OPERA)

OTHM LEVEL 7 DIPLOMA IN EDUCATION MANAGEMENT AND LEADERSHIP SPECIFICATION



SPECIFICATION | 2023 |

IMPORTANT NOTE

Whilst we make every effort to keep the information contained in programme specification up
to date, some changes to procedures, regulations, fees matter, timetables, etc may occur
during the course of your studies. You should, therefore, recognise that this document
serves only as a useful guide to your learning experience. For updated information please
visit our website www.othm.org.uk.

You can call us on +44 (0)20 7118 4243 or email to info@othm.org.uk