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1. MASTER’S PRIMER
Are you ready for a Level 7 study programme?

2. OVERVIEW
The purpose of the Masters Primer is to prepare students not only for the academic requirements of a
postgraduate degree, but also for the style of learning and assessment that will be encountered on their
programme of study.
The Masters Primer covers two main elements:
1. DEVELOPING EXISTING SKILLS
Build on existing experiences and knowledge to develop new skills appropriate for a Masters degree or
equivalent.
2. INTRODUCING NEW ACADEMIC CONCEPTS
Learn about the new concepts and skills required to develop in preparation for a Masters degree

3. DEVELOPING EXISTING SKILLS AND KNOWLEDGE
• Time management
• Enhanced reading and writing skills
• Grammar and text construction
• Remembering and supporting tools
• Learning from peers and colleagues
8 Hours Total

4. INTRODUCING NEW ACADEMIC CONCEPTS
• Different forms and styles of learning and teaching
• Accessing, referencing and critiquing theory
• Critical writing
• Use of visual aids and diagrams
• Organisational inquiry and action
• STEEPLE
12 Hours Total

5. INTRODUCTION: ABOUT THIS COURSE
Topics Teaching Format/Channel Assessment
What is it? Webpage
Who is it for? Video
What can the students expect? Survey Monkey questionnaire Self-assessment
What does QA expect? Podcast
Learning styles:
VARK (visual, aural, read/write, kinesthetic)
External website questionnaire
http://vark-learn.com/the-vark-
questionnaire/
Self-assessment
Meet the cohort: All students come together
to see and hear each other, as well as the
tutor. The previous topics are explored and
feedback sought using Mentimeter.
How to apply your learning styles to the best
advantage.
Virtual classroom/Webex/Zoom
Mentimeter session to measure
learning preferences and gain
feedback.
Summary of students’ approach to learning Document Produce short paper on learning
styles and their own self-
assessment.
This module exposes the various learning channels and styles, inviting the students to try each one

6. WHAT TO EXPECT
Topics Teaching Format/Channel Assessment
What to expect moving from undergraduate
to postgraduate study:
Video

7. LEARNING FROM PEERS AND COLLEAGUES
Topics Teaching Format/Channel Assessment
About the forum:
How to access and use it.
Forum rules.
Getting the most out of forum activity.
Video Personal introduction:
Name
Professional experience
Previous qualification
Next qualification
Hobbies
Favourite book

8. TIPS FOR A GREAT LEARNING EXPERIENCE
Topics Teaching Format/Channel Assessment
Students:
1 Are clear about what is, and what is not, offered by the course
and the tutors
2 Understand what is expected in order to meet the academic,
participative and attendance requirements
3 Accept responsibility for their own learning
4 Commit themselves to participate fully in all aspects of the course
5 Share learning with others to create a learning community
6 Contribute to a climate of learning where risk-taking is
encouraged
7 Manage time effectively and prioritise
8 Meet course and assessment deadlines
9 Take opportunities to consolidate learning outside the course
10 Are open to personal and professional development by giving
and receiving feedback honestly and supportively
11 Respect and value the contribution of other learners
12 Are committed to ongoing personal and professional
development through continuous personal reflection
Prezi presentation
Followed by Forum discussion.
One thread per item.
All students
contribute to each
thread.

9. TIME MANAGEMENT
Topics Teaching Format/Channel Assessment
Time management as a life skill:
The use of to-do lists and reminders
The art of delegation
Learn to say ‘no’
Virtual classroom
Time management for this course:
Tips for a different approach to
studying
Produce a Study Plan of how and
when you intend to devote time to
study

10. ENHANCED READING SKILLS
Topics Teaching
Format/Channel
Assessment
How to read academic texts:
1. Set a realistic time frame for any reading task.
2. Only read with specific questions you want the text to answer.
3. Read the summary or abstract first.
4. Read only as much as you need to get the information you are after.
5. Use the SQ3R technique
Survey - What is my purpose? What is the text about? Is it sufficiently up-to-
date? Is it likely to contain what I need?
Question - Should I read it? If so, which parts? What reading approach should I
use?
Read - Skim selected parts. Read it again. Select and organise to suit purpose.
Make notes.
Review - What have I found out? How does it link with my previous ideas? Have I
made appropriate/sufficient notes? Do I need to refer to any sources in original
form?
Revise - Can I recall the main ideas/arguments? Can I list them from memory?
Video plus
sample journal
Read the
sample journal
within x mins
and identify y
points

11. REMEMBERING AND SUPPORTING TOOLS
Topics Teaching Format/Channel Assessment
Some tips:
1. Learn to use your own cognitive strengths to create
memorability:
- visual: draw images or characters
- oral-aural: try ‘self talk’
- Kinesthetic: act it out, do it
2. Don't try to memorise everything! You only need to
understand the main points of what you are reading.
3. Become interested in the subject by putting yourself in
the writers shoes.
Video Memory quiz
Using tools:
Mind maps - there are some good online versions

12. ENHANCED WRITING SKILLS
Topics Teaching
Format/Channel
Assessment
Notes for producing a great assignment:
1. Always follow the guidance provided
2. Answer all parts of the question
3. Show you know mainstream theory
4. Include some writers/theorists you have found yourself
5. Be critical about the theory – compare and contrast
6. Use some theory to analyse your own organisation or yourself
7. Check assignment for small errors/typos etc
Video Assessed via
first assignment

13. GRAMMAR AND TEXT CONSTRUCTION
Topics Teaching Format/Channel Assessment
Spelling:
Use spell check but don’t rely on it.
Get a friend to read your work.
Use British or American English, but don’t mix
them!
Podcast
Produce a 1000 word document
about xxxx with less than five
errors.
Avoid verbal contradictions/contractions: can’t,
won’t, wouldn’t
Structure and Layout:
Perfect the use of MS Word or similar to create
numbered chapters, sections and paragraphs.
Consider
• Short sentences
• Only one idea per sentence

14. ACADEMIC WRITING AND ANALYSIS
Topics Teaching Format/Channel Assessment
Accessing theory
Virtual classroom
Using xyz online library, find 3 journals
relating to topic abc
Critiquing the theory:
What it Means to be Critical
The Mental Map for Exploring the Literature
Building a Critical Literature Review
Critique the journals found
Referencing/Citation and creating a
bibliography.
Use styles such as Harvard or APA. Familiarize
yourself with the MS Word referencing tools.
Create a bibliography in a document
using MS Word:
Add a new citation and source to a
document
Find a source
Edit a citation placeholder
Create a bibliography

15. USE OF VISUAL AIDS AND DIAGRAMS
Topics Teaching Format/Channel Assessment
How to use and get the most out of:
Charts
Graphs
Diagrams
Maps
Photos and images
Video and audio
Objects and models
Video
Forum game
For topic xyz, produce a short paper
using as many formats as possible.
Critique your own work.
Have a forum conversation only using
visual aids and no text at all.

16. ORGANISATIONAL INQUIRY AND ACTION
Topics Teaching Format/Channel Assessment

17. REFERENCES
• Cameron, S. (2016) The MBA Handbook Academic and Professional Skills for Mastering Management.
Eighth edition. Pearson.
• Crabbe, S., Boak, G. (2012) The Seven Habits of Highly Effective Assignment Writers. York St. John
University
• Wallace, M., Wray, A. (2011) Critical Reading and Writing for Postgraduates. Sage. Second Edition