approved programme specification(undergraduate) 1 ... · pdf filestatus approved programme...

ApprovedStatus PROGRAMME SPECIFICATION(UNDERGRADUATE) 1. INTENDED AWARD2. Award 3. TitleFdA Business and Management

4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only)

16-MAY-13

606-JUL-16

5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION

Hugh Baird College

7. ADMINISTRATIVE BASE Faculty of Arts & Sciences 8. PLANNING UNIT Business School

9. UNIT OF PERIODIC REVIEW Business School 10. UCAS 11. EHU COURSE CODE FDF000032

12. ENTRY REQUIREMENTS

In order to qualify for this course students must: * have a minimum of 120 points from one A level or equivalent in a related subject, plus GCSE Maths at Grade C or equivalent or * have a BTEC Level 3 qualification in Business or * have an Access to Higher Education Certificate (Business) awarded by an approved further education institution * be interviewed * be aged 18 or over Mature students may present a more varied profile of achievement that is likely to include extensive work experience (paid and/or unpaid) and/or achievement of a range of professional qualifications in their work sector GCSE or equivalent level 2 qualification in Maths and English

13a. ALTERNATIVE AWARD(S) Award Title Certificate of Higher Education

Business and Management

14. AVAILABLE MODES OF STUDYMode of Study Course Duration Delivery TypePart TimeFull Time

32

WBL provider-centre basedOn industrial placement for a proportionof the year

15c. OTHER ACADEMIC & PROFESSIONAL BENCHMARKS

The programme provides a means for students to develop and to upgrade a range of skills for the workplace as well as to understand more fully key principles drawn from their field of study and they will have the additional skills to apply these principles more widely (QAA Framework). The

13b SUPPLEMENTARY AWARD OPTIONS Award Programme Title Programme

Code Supplementary Award Option

Course Code

8b. SECONDARY PLANNING UNIT (JOINT AWARDS)

15a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT15b. OTHER QAA SUBJECT BENCHMARK STATEMENT

STANDARD UCAS ENTRY TARIFF

programme also provides a means for students to be able to evaluate the appropriateness of different approaches to problem solving (QAA Framework). The key imperatives for learners in Business and Management programmesdrawn from the QAA 2006 benchmark, include: a. A requirement for a broad, analytical and integrated study of business andmanagement b. A requirement for graduates to demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate and how they are managed. c. The need for graduates to be able to integrate this knowledge d. An understanding of the internal functions and processes of organisationsincluding their diverse nature, purposes, structures, governance, operations and management, together with individual and corporate behaviours and corporate cultures. e. An understanding of a range of imperatives from the external environmentin which the organisation operates. f. Knowledge and understanding of 'management', encompassing internal management processes, decision making, frameworks and models and concepts. According to the benchmark, the main areas that graduates will be expectedto demonstrate knowledge and understanding in are: a. Markets b. Customers c. Finance d. People e. Operations f. Information Systems g. Communication and Information Technology h. Business Policy and Strategy i. Contemporary and Pervasive Issues In designing the programme the course team has conducted a mapping exercise to illustrate the modules into which the key QAA Business and Management benchmark imperatives have been incorporated. The design of the programme is in line with the QAA Defining Characteristics of Foundation Degrees, (QAA Benchmark). The development of the curriculum has been directly informed by the requirements of a number of key stakeholders.

17. PRIMARY SUBJECT AREA / JACS Code

18. SECONDARY SUBJECT AREA (if applicable) / JACS Code

19. TERTIARY SUBJECT AREA / JACS Code-

N000-Business & administrative studies

N100-Business studies

20. PROGRAMME AIMS

1. Meet the needs of students and employers who are seeking a generalist programme that develops subject knowledge and vocational skills for employment in business and management settings 2. Provide students with the opportunity to develop knowledge and understanding of business and management conceptsand how these concepts have evolved

16. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship

3. Develop students' ability to apply concepts and theories studied to a work related context 4. Provide students with the opportunity to develop a range of transferable and study skills for business and management including decision making, problem solving, critical analysis and evaluation and self-awareness 5. Provide students with the opportunity to acquire knowledge, skills and competences for responsibility and progression in employment 6. Enable students to become lifelong learners

21. PROGRAMME LEARNING OUTCOMES

The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended qualification award. Students who do not complete their full programme ofstudy may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. For an Honours degree, exit awards are available at level 4 (Certificate of Higher Education), level 5 (Diploma of Higher Education) and level 6 (Ordinary degree on achievement of 60 level 6 credits). The precise learning outcomes of an Ordinary degree are determined by the modules taken and passed at level 6 and can be identified from the table below.

LEVEL 4 Intellectual Skills

Knowledge and Understanding

Practical Skills

Collect, collate and categorise ideas and information in a predictable and standard formatSummarise key points from taken from a variety of standard sourcesAnalyse core organisational behaviour management theoriesApply appropriate concepts and principles when communicating information-4 (Business law, personal development)Assess the reliability of results and/or information in standard situations using designed techniques or external guidanceRecognise the impact of systems and implementation on an organisation

Demonstrate knowledge and understanding of the business environment in which businesses operate across a limited range of scenariosDemonstrate understanding of business structures

Describe the theories and thought processes used for current business operationsIdentify and explain current and evolving Business trends and technologiesDistinguish between different types of stakeholders

Examine organisational structures in their different forms and design othersOrganize their methods of self directed studyOutline their career plans with regards to the courseAnalyse their research methods style

FMB1080; FMB1100; FMB1137

FMB1090; FMB1080; FMB1110FMB1120; FMB1137FMB1090; FMB1110

FMB1080; FMB1100; FMB1137

FMB1120; FMB1137

FMB1120; FMB1080; FMB1137

FMB1080; FMB1090; FMB1110; FMB1100

FMB1120; FMB1100; FMB1137

FMB1080; FMB1137

FMB1120

FMB1120; FMB1110; FMB1137

FMB1110; FMB1090; FMB1080FMB1110; FMB1090; FMB1100FMB1110; FMB1120; FMB1137

Mapped to Modules

Mapped to Modules

Mapped to Modules

LEVEL 5

Transferable Skills

Intellectual Skills

Knowledge and Understanding

Practical Skills

Transferable Skills

Identify and enhance personal transferable skills including communication, problem-solving, interpersonal skills and managed self learning and presentation skills within PDP-4 (Personal development)Reflect and action plan in order to begin to manage their course and understand lifelong learningOutline the difference between leadership styles and how they impact ona workplaceManage time effectively

Communicate effectively, verbally and in writing and articulate well-defined issues, for a variety of purposes, taking into account the audience viewpointDevelop an initial understanding of the motivations, strengths and weaknesses of other people and start to use these insights to work more effectively in team situationsBe able to give and receive direct feedback constructively

IT: use appropriate ICT efficiently and safely

Investigate and come to conclusions based on contradictory or incomplete informationUse a range of established research techniques to locating and critically select information for a purposeDevelop research and design skills Use existing knowledge in new and different situations and select from itwhat is relevant to the new contextDevise an original concept/aim for a piece of researchFormulate methods of best practice in dealing with employee relations

Facilitate the use of differing research methodologiesIntegrate modern HR theories within the moduleDesign a leadership element that can be used in the workplaceDemonstrate a critical understanding of the role and position of systems in organisationsDemonstrate a basic knowledge and understanding of the legal context for business

Formulate a research proposal looking at a complex situationBuild their personal preferences, styles, strengths and weaknesses and be able to demonstrate how they use this knowledge to more effectively complete challenging business assignmentsDevelop people management skills that can be applied to a workplace setting-L5 (MP, hr)Produce a considered piece of researchIncorporate equal opportunity perspectives into all modules

Develop criteria and strategies to solve problems regarding welfare provision within organisationsEnhanced communication skills using both oral and written mediaBuild training and development skills that can be used in future employmentCompose differing forms of data collectionImproving own learning and performance

Problem Solving: develop criteria and strategies to solve problems-5 (rm, int business)Gain insight into the preferences, motivations, strengths and weaknesses of other people and use these insights to work more effectively in team situations

FMB1110; FMB1120

FMB1110; FMB1080; FMB1090; FMB1100; FMB1120; FMB1137FMB1120; FMB1110

FMB1080; FMB1090; FMB1100; FMB1110; FMB1120; FMB1137FMB1090; FMB1120; FMB1137

FMB1120; FMB1110

FMB1110; FMB1080; FMB1090; FMB1100; FMB1120; FMB1137FMB1110; FMB1080; FMB1090; FMB1100; FMB1120; FMB1137

FMB2090; FMB2100

FMB2090; FMB2110; FMB2140

FMB2100; FMB2120; FMB2090; FMB2131FMB2090; FMB2100

FMB2090; FMB2100FMB2131; FMB2120; FMB2100

FMB2090; FMB2100FMB2120; FMB2100FMB2100; FMB2120; FMB2131FMB2120; FMB2131

FMB2120; FMB2140

FMB2090; FMB2100FMB2100; FMB2090; FMB2131

FMB2120; FMB2131

FMB2090; FMB2100FMB2090; FMB2110; FMB2120; FMB2140; FMB2100; FMB2131

FMB2120; FMB2140; FMB2131

FMB2110; FMB2120; FMB2140FMB2090; FMB2100; FMB2110; FMB2120; FMB2140; FMB2131FMB2090; FMB2100FMB2110; FMB2090; FMB2100; FMB2120; FMB2140; FMB2131FMB2090; FMB2140

FMB2110; FMB2100

Mapped to Modules

Mapped to Modules

Mapped to Modules

Mapped to Modules

Mapped to Modules

22. PROGRAMME STRUCTURE

1. Core modules are essential to learners' achievement of their target award, often in respect of meeting professional standards, and are excluded from the application of condonement by assessment boards. 2. Compulsory modules are prescribed modules but are not core and therefore are condonable.3. Optional modules are offered within programmes to provide an element of choice and variety within the programme curriculum. They do not form part of the compulsory curriculum requirements for the programme. The availability of optional modules may vary from year to year which means that not all optional modules may be available in any given year and will be subject to the module achieving minimum student numbers. Students will be required to make optional choices on an annual basis for each academic year of study.

Subject to approval at by the Faculty, subject option modules of up to 20 credits at FHEQ levels 5 or 6 may be substituted by Free Elective modules from the wider module portfolio where available. Free Electives provide additional choice and breadth for learners, complement their subject study and may enhance their employability.

23ai. STUDENT 'LEARNING JOURNEY'

LEVEL 4

LEVEL 5

Module Code

Module Code

Module Title

Module Title

Credits

Credits

Module Type

Module Type

Pathway (if applicable)

Pathway (if applicable)

FMB1080FMB1090FMB1100FMB1110FMB1120FMB1137

FMB2090FMB2100FMB2110FMB2120FMB2131FMB2140

ECONOMICS FOR BUSINESSBUSINESS LAWINTRODUCTION TO FINANCE AND ACCOUNTINGPERSONAL DEVELOPMENTORGANISATIONAL BEHAVIOUROPERATIONS MANAGEMENT

RESEARCH METHODSWORK BASED LEARNINGMARKETING FUNDAMENTALSHUMAN RESOURCE MANAGEMENTPROJECT MANAGEMENT INTERNATIONAL BUSINESS

202020202020

202020202020

COMPULSORYCOMPULSORYCOMPULSORYCOMPULSORYCOMPULSORYCOMPULSORY

COMPULSORYCOMPULSORYCOMPULSORYCOMPULSORYCOMPULSORYCOMPULSORY

Rationale The programme has been designed to fulfil the requirements of the key stakeholders of the provision who include: * Employers * Prospective students * QAA - Code of practice, relevant benchmarks, qualifications framework * Foundation Degree Forward * Professional bodies * The Colleges The proposed revalidated programme represented in this document comes as a result of reflection and evaluation of the operation of FdA Business and Management since validation, consultation with a variety of stakeholders and considerationof the best ways to update the programme to ensure it is fit for purpose in terms of contemporary academic validity and graduate employability/career progression. The focus of the programme is on the application of theory in practical, employment based situations and the developmentof a range of skills and wider knowledge relevant to the sector. Demand Widening participation is at the forefront of what the College seeks to achieve and the College's HE Strategy focuses on engaging with groups who would not otherwise enter and benefit from higher education opportunities. The College therefore aims to engage with students already in work and those seeking work in the local area, also ensuring that students joining as FE learners can progress through to honours level, once they have completed their studies at their local College. There are a significant number of potential students who will continue to access this programme who are geographically immobile for cultural or family reasons and are not able to access similar programmes outside of their local area. The programme provides a means for students to develop and to upgrade a range of skills for the workplace as well as to understand more fully key principles drawn from their field of study and they will have the additional skills to apply these principles more widely (QAA Framework). The programme also provides a means for students to be able to evaluate the appropriateness of different approaches to problem solving (QAA Framework). This programme is aimed at providing students with a general Business and Management framework. All modules in the programme are designed to give students the opportunity to understand more fully the relationship between theory and practice and to test out that relationship through research and coursework. There are clear opportunities through the programme for student engagement in the workplace. This engagement is available through not only the dedicated work based learning modules, but also through core project work and the general assessment programme that invites students not only to review concepts introduced and examined in the programme, but also to relate those concepts to the workplace. In this respect, students' part-time work, as well as full time work (for those in employment) become powerful learning instruments. Level four provides students with an induction period as well as a more prolonged experience of embedding in learning in higher education. Additional calls contact is afforded in level four to provide support for learners to further develop HE study skills and skills and employability skills. The module content and styles are very much geared to the expectations of QAA HE 1. Level five provides a much stronger evaluative, and analytical and reflective culture that is reflected in delivery style, student activities and assessment. Work based learning is central to the programme design imperatives, particularly fulfilling the requirement of Defining Characteristics for the integration of academic and vocational aspects through work based learning. This aspect also provides an additional means for developing relationships with employers and bringing them into the tripartite partnership between college, student and employer. Distinctive features with regard to the curriculum Employability The College also has a focus on serving the needs of local employers and employees. The focus on the centrality of work based learning has facilitated the development of a curriculum in which theory into practice is inbuilt.

Opportunities to develop links with employers in the sector are highlighted through project assignments and the increased use of external organisations. Recognising the diversity of student experience and aspiration, the modules are not designed with specific employers in mind, but allow students to contextualise their studies within their own organisations. The team of staff will encourage students to engage with their employer in designing and developing their projects and to reflect on organisational and employer based issues. We expect the programme to develop employability for our students through increasing their awareness of what employer requirements might be, now and in the future, and in developing these skills in meaningful activities (formative, summative and tutor, peer and self assessed) to help students make career choices that allow them to reach their full potential, and with an awareness of the diversity of opportunities available. The intention is to ensure students have the opportunities to develop and demonstrate transferable skills - teamwork, communication, initiative, problem solving, flexibility, self awareness, commitment and commercial awareness - that will empower them in the work environment. Work placements or work based learning We encourage students to make links with organisations that would help them to develop their employability skills in the sector. The focus of the programme is on the application of theoretical knowledge in practical, employment based situations. Many students already have existing work situations attached to the sector and they are encouraged to use these opportunities in projects and research. Where students are not engaged in working, the College provides support in seeking relevant placements. Technology The programme recognises the importance of being able to use technology in the forms of study and presentation, and thetransferable skills of being able to use the technology opportunities in future careers and study. Resources The programme is accommodated in existing classrooms in the Balliol building, but will move into the new HE building on its completion for January 2014. The subject area is supported by an extensive range of current books and journals available both as hard copy and electronically, and these are updated annually. Core reading lists for new modules will be available in the library for the start of the academic year. The College Innovative Learning Suite and Learning Lab include HD projection technology including Bluray for high quality presentation of material. The learning lab also has a 3D projector which can be used with downloaded content or in house produced content using 3D blog cameras. Lap tops are available across both these rooms and are equipped with MS Office and have WiFi access to facilitate independent/ group work and presentations along with access to the College VLE. There is also a bank of 10 IPads in the learning lab which can be booked out for use elsewhere on campus and/ or field trips. Both rooms house up to date Smart Boards with access to the latest version of Smart Notebook which allows the creation of interactive materials and access to downloadable content from Smart exchange. Both rooms also have access to the Smart Response voting system. (Handsets can also be booked for use across the campus). One of the key features of the ILS is the provision of break out areas and furniture designed to provide the creation of a flexible working space that can accommodate formal presentations, group work, seminars etc. The design of the programme is in line with the QAA Defining Characteristics of Foundation Degrees, (QAA Benchmark). The development of the curriculum has been directly informed by the requirements of a number of key stakeholders. There is also compatibility with the recently released draft Foundation Degree Framework in Business and Administration, released by CfA. CfA were commissioned by Foundation Degree Forward to develop the Fd Framework, particularly in the areas of skills and skills development, and work based learning. The programme offers opportunities for learners to engage with real life organisational problems in the work based learning elements of the programme as well as key aspects of the assessment of core modules being directly related to the learners' experience in the workplace. The validation of compulsory modules provides opportunities for the future development of additional programmes in order to meet the future needs of the local economies and the changing needs of learners. Why the curriculum was developed in this way The development of the curriculum reflects a number of stakeholders and imperatives. There are an increasing number of stakeholders who impact on the development of Foundation Degrees and these have been clearly articulated in this document. In addition to these external stakeholders and the developmental needs of a range of prospective learners, the curriculum reflects the expertise of the partners in terms of academic provision, professional development and scholarly activity. There are increasing benefits in the alignment of academic provision with professional qualifications, and this programme and future developments will respond positively to this imperative.

24. TEACHING AND LEARNING AND ASSESSMENT STRATEGIES

23aii. Student Learning Journey

The learning and teaching and assessment strategy reflects the underpinning philosophy of the programme, that of the relationship (and sometimes the tension) between theory and practice. The overriding philosophy also reflects the need to provide an environment in which the learners are able to develop both their cognitive skills and a range of transferable and vocational skills. Whilst there is a discrete personal development module further opportunities arise forpersonal skills development, including employability skills through their progression through the modules. There is considerable opportunity in the programmes for learners to review the theory/practice exchange and to enhance their understanding of the workplace environment. This is achieved particularly in the level four and level five work based learning modules and also in the way the general assessment programme invites workplace issues to be considered and then analysed. Employers have requested that employability skills development should be a central underpinning ofthe programme and consequently this aspect will be emphasised through the delivery of the degree. Level four of the programme provides a conceptual and vocational platform for learners to develop a range of knowledge and skills that will enable them to progress successfully through the degree. In, addition it is anticipated that through the variety of learning media that is offered in the degree learners will develop a more reflective and analytical approach to both their degree work as well as in their places of employment and their work-based learning, whether full-time or part-time. Level five provides a learning environment to develop the reflective and analytical skills further. Work place learning in both years of the degree provides opportunities for learners to understand more fully the relationship between theory and practice and indeed, some of the concomitant tensions that the relations reveals. Work place learning is also a key vehicle for the further enhancing learners skills and effectiveness in the workplace. The delivery of the programme will encompass a range of learning and teaching media and a range of assessment instruments, a flavour of the range, with each student being allocated to a personal tutor. Lectures and seminars provide a means for sharing conceptual underpinnings and frameworks for learning. These are supported by sessions that focus on skills development and enhancement. Work based learning that comprises 'internship' for full time students and learning in the workplace for part time students provides a means for not only skills development, but for reflection and for opportunities to relate theory to practice and practice to theory. In addition, much of the project work in the modules relates directly to issues in the workplace. Learning Environment and resources A College VLE exists to facilitate the distribution of course materials and provide administrative support. This will provide the basis for the development of blended learning provision and further foster a culture of independent learning.All learning spaces are of high quality and include WiFi access and interactive whiteboard technology as standard alongwith moving image facilities such as DVD/ video and ClickView. High quality Library Learning facilities, HE Suite and other dedicated spaces provide a platform for collaborative and individual learning whilst the provision of electronic resources through the LLC and VLE allows access to an increasingly wide range of materials. This provision will be further enhanced by the opening, in 2014, of a new purpose built Higher Education centre located close to the current campus and providing state of the art teaching and learning facilities. They will be learning at work, through work, for work. Employers will also be delivering on courses. Examples of this include:- Glenelg Housing association (Jenny Ball), Paula Briggs, Les Ashton , other companies that have been contacted and contributed to the module units include Bracken testing Solutions, One Vision Housing association (Tom Clarke), Handley Law Limited (Victoria Handley), McDonalds, B & Q. At L4 employability is embedded in all modules to give knowledge and skills that are transferable to the workplace. At L5 assignments are developed to apply to the workplace the student is currently working for, there is also potential for differentiated workplace learning. Learners will also engage in individual and group research, the results of which will be a significant contribution to enhancing learning as well as the formative and summative assessment programmes. Directed independent study through individual and group work utilising module handbooks and course material as well as the significant opportunities afforded via virtual learning environments and Learning Services.

25. FORMATIVE ASSESSMENT

Formative assessment will take place in all modules and will provide the learners with an opportunity to self assess their learning in addition to receiving feedback from tutors to assist deeper learning to take place. Formative assessment will focus on the contemporary business environment and significant issues that are prevalent at that time. Formative assessments will assist learners to develop skills, knowledge and understanding to undertake summative assessments with confidence and appropriate academic ability.

26. SUMMATIVE ASSESSMENT

b) LEVEL 4 Assessment Code

Assessment Code

Assessment Code

Assessment Code

Assessment Code

Assessment Code

Assessment Type

Assessment Type

Assessment Type

Assessment Type

Assessment Type

Assessment Type

Volume

Volume

Volume

Volume

Volume

Volume

Weighting

Weighting

Weighting

Weighting

Weighting

Weighting

Written Assessment (incEssay)Written Assessment (incEssay)

Report

Report

Report

Written Examination


Report

Practical


CW1

CW2

CW1

CW2

CW2

EX1

CW1

CW2

CW1

PR1

CW1

CW2

1500 words1,500 words

1500 words1500 words

1750 words2 Hours



1000 Words2500 words

50

50

50

50

50

50

60

40

70

30

50

50

Module Code

Module Code

Module Code

Module Code

Module Code

Module Code

FMB1080

FMB1090

FMB1100

FMB1110

FMB1120

FMB1137

Module Title

Module Title

Module Title

Module Title

Module Title

Module Title

ECONOMICS FOR BUSINESS

BUSINESS LAW

INTRODUCTION TO FINANCE AND ACCOUNTING

PERSONAL DEVELOPMENT

ORGANISATIONAL BEHAVIOUR

OPERATIONS MANAGEMENT

Credit Value

Credit Value

Credit Value

Credit Value

Credit Value

Credit Value

20

20

20

20

20

20

27. NON-MODULAR TEACHING AND LEARNING ACTIVITIES

b) LEVEL 5 Assessment Code

Assessment Code

Assessment Code

Assessment Code

Assessment Code

Assessment Code

Assessment Type

Assessment Type

Assessment Type

Assessment Type

Assessment Type

Assessment Type

Volume

Volume

Volume

Volume

Volume

Volume

Weighting

Weighting

Weighting

Weighting

Weighting

Weighting


Portfolio

Written Assessment (incEssay)Practical

Written Assessment (incEssay)Report


Written Assessment (incEssay)Practical

CW1

CW2

CW1

CW1

PR1

CW1

CW2

CW1

CW2

CW1

PR1


5000




1500 words1000 words + 10 mins

70

30

100

50

50

50

50

40

60

50

50

c) LEVEL 6

Module Code

Module Code

Module Code

Module Code

Module Code

Module Code

FMB2090

FMB2100

FMB2110

FMB2120

FMB2131

FMB2140

Module Title

Module Title

Module Title

Module Title

Module Title

Module Title

RESEARCH METHODS

WORK BASED LEARNING

MARKETING FUNDAMENTALS

HUMAN RESOURCE MANAGEMENT

PROJECT MANAGEMENT

INTERNATIONAL BUSINESS

Credit Value

Credit Value

Credit Value

Credit Value

Credit Value

Credit Value

20

20

20

20

20

20

28. INTENDED MARKET

approved programme specification(undergraduate) 1 ... · pdf filestatus approved programme...

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