PG Cert in Higher Education Practice
Overview
The aim of the Postgraduate Certificate in Arts in Higher Education Practice (TU446) is to guide experienced lecturers in the further development of their professional practice in university learning and teaching, as well as elements of module/programme co-ordination and curriculum design. The programme is specifically designed for experienced lecturers—those with five or more years of full-time teaching experience. While it introduces foundational pedagogical principles and shares a reflective and inclusive stance on practice with the Postgraduate Certificate in Arts in University Learning and Teaching (TU052), it also facilitates the exploration of key areas that experienced lecturers typically encounter, for example, curriculum design, and academic leadership. The learning outcomes reflect this broader remit, emphasising the ability to lead curriculum development, collaborate across academic teams, and communicate with diverse stakeholders.
Details
Award: Postgraduate Certificate in Arts in Higher Education Practice. Code: TU446. 30 ECTS credits.
Upon successful completion of Assessment and Feedback, participants may choose to pursue the Master of Arts or Postgraduate Diploma in Higher Education Practice, initially by taking LTA Micro-Credentials.
Entry Requirements
The Postgraduate Certificate in Arts in Higher Education Practice is designed for lecturers working in Higher Education. To be eligible to participate in the programme, applicants must have five or more years of experience as a full-time lecturer and must be currently working in an academic role in a Higher Education setting where they are teaching for at least four hours per week, or where they are in an academic management role with direct influence on the teaching and learning practices of lecturers and with some teaching responsibilities. Applicants require an Honours Degree of grade Second Class Honours or above, to be eligible for the programme.
Applications from lecturers holding Level 6 or Level 7 qualifications who are currently employed as lecturers on apprenticeship programmes may be considered through Recognition of Prior Learning (RPL) procedures.
Class Schedule
The programme is one year in duration, with an intake every September.
Classes take place on Thursday afternoons from 4-6pm in Grangegorman or online.
Indicative Syllabus
Learning Theories in Higher Education
Explore key educational theories—including cognitivist, constructivist, humanistic, and transformative approaches—and apply them to complex learning environments.
Innovative Teaching and Learning Strategies
Examine active, collaborative, and inquiry-based learning methods, along with experiential and flipped classroom approaches for student engagement.
Curriculum Design and Alignment
Explore principles of curriculum design, outcome-based planning, and quality assurance to develop coherent and engaging learning experiences.
Contemporary Assessment Practices
Investigate diverse assessment approaches—including assessment for, as, and of learning—with a focus on authenticity, peer collaboration, technology integration, and effective feedback.
Inclusive and Equitable Education
Apply Universal Design for Learning, inclusive and relational pedagogies to address diversity and promote equity and social justice in higher education.
Technology-Enhanced Learning
Design and evaluate digital tools for use in online, blended, and in-person classrooms to enhance student engagement, interaction, and learning outcomes.
Academic Leadership and Team Coordination
Develop skills in team leadership, change management, and institutional governance to support effective academic collaboration and policy development.
Scholarship and Reflective Practice in Teaching
Engage in scholarly teaching through engagement with SoTL, reflective practice, and peer dialogue.
Sustainability Education
Examine principles of sustainable development and explore strategies for embedding environmental, social, and economic sustainability into pedagogy, including use of methods such as the Sulitest.
Teaching and Learning
The programme employs a multifaceted approach to learning, centralising interactive lectures and workshops to foster critical discussion, peer learning, and collaborative problem-solving. Participants will analyse case studies to refine coordination and decision-making skills, while action learning enables the application of theoretical concepts to real-world institutional challenges. Crucial to development are peer review activities, providing constructive feedback on teaching and curriculum design, alongside reflective dialogue for enhanced practice. Technology-enhanced learning is integrated to support collaboration and knowledge sharing, complemented by insights from guest speakers on relevant topics. Finally, independent study ensures engagement with relevant literature and assessment completion.
Throughout the programme, reflection is central to fostering deep learning and professional growth, encouraging participants to critically examine their experiences and practices. This is significantly enhanced through structured peer dialogue, where lecturers gain invaluable insights by engaging with and receiving feedback from colleagues, promoting a collaborative environment for continuous improvement in teaching and coordination.
Assessment
Assessment is based on the participant's teaching portfolio. The teaching portfolio is designed to allow participants, through a variety of modes of presentation, to build evidence of their own reflections and best practices in teaching and learning.
Apply now
Applications for September 2026 will open in April 2026. Apply here.