Coaching & Mentoring Foundation Degree FdA

This course is validated by: Lancaster University

Course Information

Overview

Our Coaching & Mentoring foundation degree provides an in-depth understanding of coaching and mentoring theory and helps you build all the skills required for professional practice. Both coaching and mentoring are processes that enable clients to achieve their full potential or overcome a particular problem or difficulty with ongoing support. This course should appeal to you if you need to fit studying around other commitments or if you are looking to take your first step into higher education after a gap of study.

Coaching and Mentoring offers the opportunity to support the development of others working across all sectors of business. This could include schools, colleges and university counselling services, GP surgeries, NHS Trusts, as well as a wealth of voluntary agencies and private practices. There are an increasing number of organisations which recognise coaching and mentoring as powerful individual and corporate management tools, areas such as the field of Human Resources, change management, staff development and the recruitment and retention of personnel.

The foundation degree is closely linked to employability skills such interpersonal communication, skilful practice, team working, assertiveness, self-reliance and ability to reflect on experience and provide students with an opportunity to enter a contemporary and diverse coaching and mentoring workforce. The foundation degree offers a vocational route for people who are interested in employment in the coaching and mentoring sector or wish to pursue further studies in specialised areas of coaching.

What will I study?

This programme provides a forum for theoretical and practical exploration and also the opportunity for students to develop specific associated professional and personal skills. These contexts include business, education, health and social work as coaching and mentoring can occur in many formats and have many applications.

The first year will introduce the listening and communication skills and reflective practice required within coaching and mentoring practice.  You will also develop the knowledge, understanding, skills and competencies to support both academic achievement and practical application.  From studying and engaging in the essential techniques required of effective coaches and mentors, to exploring the underlying theories informing current practice and the key ethical and professional issues surrounding the profession, you will achieve a solid practical and academic foundation.

The second year will build on these foundations, deepening students understanding of theory and practice.  The psychological underpinnings of both coaching and mentoring will explored in depth.  You will also have the opportunity to place the disciplines into context as they study the variety of settings and applications; from organisations and management through to group work and individual one to one support.

Modules across year one and year two facilitate the transference of classroom learning to the workplace and theory into practice. This is approached generically allowing for students who may not yet be delivering one-to-one formal coaching and mentoring sessions. Students must complete hours in a formal, monitored and professional manner.  A practice placement of 120 hours of client work is required to be completed each academic year and will either be at your place of employment or a voluntary role which you have acquired for the purpose of training. 

Modules include:

  • Reflective Practitioner
  • Research Methods
  • Interpersonal Skills
  • Practice Framework
  • Ethics Diversity and Difference
  • Introduction to Mentoring
  • Coaching and Mentoring Supervision
  • Introduction to coaching 
  • Psychology of Mentoring Relationships
  • Psychology of Coaching
  • Working with Groups
  • Management and Mentoring
  • Supervisory Coaching
  • Coaching and Mentoring an Organisational Context
  • Practice Placement
  • Research Project

Download the Programme Specification for FdA Coaching & Mentoring. The Programme Specification will give you further information about the course structure, learning outcomes and detailed information about the assessment you can expect during the course.

 

Entry Requirements

You'll need 120 UCAS tariff points and all candidates will be invited to attend an interview. All applicants must show that they have a good level of spoken or written English, and if English is not your first language you'll need to demonstrate the ability to study in English. Please check the International section of the website for details. Applicants who do not meet the standard entry criteria but have relevant work / life experience will be considered on an individual basis.

Please note: For 2017 entry the UCAS Tariff is changing and the UCAS points required to enter this programme will be different from 2016. For those joining this programme in September 2017, you will need to have 48 UCAS Tariff points. All other entry criteria (as specified above) remain in place.

If you require more information on the UCAS tariff for 2017 entry please visit: https://www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/new-tariff

If you are an International Student from outside of the EU it is a requirement for you to have a Tier 4 Visa in order to study with us. In order for you to undertake this particular programme of study, you will also need to demonstrate that you have a good level of written and spoken English and will require a UK VI Academic IELTS score of 5.5. Please note: the fees for International Students from outside of the EU, for this particular programme are £9,250 per year. Fees are subject to change in subsequent years.

How will I be assessed?

Throughout the course students are assessed by a variety of techniques. Some modules are 100% course work based, including writing reports, taking part in specific assignments and portfolio building, while there is an exam in the second year. Students complete a research project as part of the course.

Formative and summative assessments enable lecturers or tutors to monitor the learning that has/is taking place. Summative assessment is not always noticeable by the student as it is a continuous process; lecturers or assessors may observe participation and responses to class discussions and group work, a student’s response to question and answer sessions, participation in workshop practical and engagement with demonstrations. Each module is formally assessed through, for example, examination, open-book test, individual and group presentation, essay, observation of practice, assessment of course work e.g. art portfolio, written report, reflective practice and portfolios of evidence.

Students receive both formal and informal feedback. Formal feedback is through assessments, is usually in writing and given within 3 weeks following the submission date. However, some lecturers will provide group feedback, for example, following an examination they may choose to work through the exam paper in a tutorial. It should be noted that feedback is part of the ongoing learning cycle which is not limited to written feedback. Other forms of feedback include one-to-one meetings with a personal tutor, dissertation and project supervision meetings, a lecturer responding to learner questions or responses during topic or situation discussions.

Teaching and Learning

The learning environment and facilities include lecture theatres, classrooms, technology suites, laboratories and workshops, library and skills labs, art and photography studios, small group and quiet zones. Learning methods will vary according to the programme of study but will include lectures and group tutorials. In addition, seminars, field trips, work placements, role play or scenario activities, laboratory and workshop practical, demonstrations, guest lectures, discussions and debates all contribute to the learning experience to support the acquisition of subject specific skills and knowledge and the development of transferable and employment related skills.

What can I do next?

Coaching and mentoring employment opportunities are available in a variety of diverse areas such as education, the criminal justice system, primary and secondary health care, human resources and also in private independent practice as life or health coaches. There is an opportunity to progress on to Coaching & Mentoring BA (Hons) Top Up by studying for one more year full-time at University Centre at Blackburn College. 

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Testimonials

"Quality of knowledge and skills varied from student to student which is to be expected and was generally of a good standard.  Students were presented with opportunities to demonstrate both academic knowledge and practical skills and performance for both of these areas was generally of a good standard."

External Examiners Report 2014/15
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