LOUGHBOROUGH UNIVERSITY
Programme Specification
BSc (Hons) Information Technology
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at http://www.lboro.ac.uk/.
The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution; / Loughborough UniversityTeaching institution (if different) / —
Details of accreditation by a professional/statutory body; / —
Name of the final award; / BSc (Hons)
Programme title; / Information Technology
UCAS code; / —
Date at which the programme specification was written or revised. / Friday, 18 July 2003
1. Aims of the programme:
This programme aims to produce high quality graduates with the knowledge, skills and understanding for a wide range of careers in information systems & technology.
2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:
Benchmarks
Computing
This Benchmark was used in the development and revision of the modules in this programme.
Loughborough University at Peterborough
The Executive Management Group (Loughborough University at Peterborough [LUaP]) has endorsed the creation of “top-up” programmes allowing progression from Diploma of Higher Education programmes offered at partner colleges in Peterborough and south Lincolnshire. The top-up programmes are developed jointly by academic staff of LUaP, Peterborough Regional College and Stamford College.
The BSc (Hons) IT has been designed as a particular progression route for those awarded the Diploma of Higher Education in Informatics by Sheffield University following study at Peterborough Regional College or the Diploma of Higher Education in Business Information Technology by Loughborough University following study at Stamford College — however, others holding a suitable comparable qualification will be encouraged to apply for admission.
3. Intended Learning Outcomes
The intended learning outcomes of the programme are set out below. The table at the end of this section illustrates the learning, teaching and assessment strategies adopted in the modules.
Subject knowledge and understanding
On successful completion of this programme, students should be able to
demonstrate knowledge and understanding of ZZZZZ;
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Every module uses lectures (normally one or two hours each week) to establish the knowledge and understanding required. Tutorials or seminars are used to develop further the concepts introduced in lectures and to provide some feedback on the students’ development in the module. Tutorials may also be used for feedback on the progress toward completion of the assessment(s) used in the module. Workshops and supervised practical sessions are used in modules where practical skills are to be developed supported by knowledge and understanding. Formal written examinations assess the acquisition of knowledge and understanding.
Cognitive skills
On successful completion of this programme, students should be able to
demonstrate the ability to apply information technology knowledge to a variety of situations to solve problems of some complexity.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Tutorials and seminars are used for the analysis and development of the cognitive skills. The assessments that require the submission of an individual report allow the students to demonstrate their abilities in using their knowledge of business and information systems to deal with issues and problems through analysis, synthesis and evaluation. Modules in this one-year top-up programme require the higher order cognitive skills to be demonstrated.
Subject specific practical and professional skills
On successful completion of this programme, students should be able to
demonstrate the ability to identify information technology/systems issues that require research; identify and retrieve current information from relevant primary and secondary sources [paper and electronic].
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
The students are required to undertake searches of the Internet for the retrieval of current information: this activity is preceded by a critical review of the nature and worth of Internet sources and a view of the strategies that might be adopted in that connection. The staff of the Learning Resource Centre contribute to the students’ development of information handling skills and their critical awareness of the importance and limitations of Internet resources.
General and transferable skills
On successful completion of this programme, students should be able to
personal effectiveness and productivity through self-awareness, self-management and well developed inter personal skills
analysis, synthesis, critical judgement and evaluation, autonomy and the ability to learn
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Interpersonal skills are developed and assessed in the projects that require the division of a task and the production of a group report. Some seminars require the students to lead the discussion following a small-group presentation. The ‘Walkthrough’ requires the students to adopt professional standards in their presentation of their project: a clear demonstration and justification of the method(s) used in the project and the conclusions that have been reached. Workshops and supervised laboratory work are used to develop further the capacity of the students to undertake self-managed activities, so far as possible, to professional standards.
The following table presents a survey of learning, teaching and assessment strategies in the modules in this one-year top-up programme.
LEARNING AND TEACHING STRATEGIES / ASSESSMENT STRATEGIESModules / Lecture / Tutorial / Seminars / Workshops / Supervised PC lab. work / Case study [individual] / Report
[individual] / Examination / Database / Project [group] / ‘Walkthrough’ / Project presentation & report
pbc201
Human computer interaction / X / X / X
pbc202
Software project management / X / X / X / X / X
pbc203
Databases / X / X / X / X
Pbc204
Networks and communication / X / X / X / X
Pbc205
Object oriented system development / X / X / X / X
pbc206
Project
(30 credits) / X / X
pbc131
Information law / X / X / X
pbc209
System design for the Internet / X / X / X / X / X / X
pbc210
Multimedia communication / X / X / X
pbc211
Management of IT systems / X / X / X / X
Modules / Lecture / Tutorial / Seminars / Workshops / Supervised PC lab. work / Case study [individual] / Report
[individual] / Examination / Database / Project [group] / ‘Walkthrough’ / Project presentation & report
4. Programme structures and requirements, levels, modules, credits and awards
COMPULSORY MODULES 50 creditspbc201
Human computer interaction / Pbc204
Networks and communication
pbc202
Software project management / Pbc205
Object oriented system development
pbc203
Databases
SEMESTER 1
COMPULSORY MODULES 40 creditspbc131
Information law / pbc210
Multimedia communication
pbc209
System design for the Internet / pbc211
Management of IT systems
SEMESTER 2
COMPULSORY MODULE 30 creditsPBC205 Project [30 credits]
SEMESTER 1 AND SEMESTER 2
The modules are identified in the above table. All the modules are at degree level and each carries 10 credits, unless otherwise stated. The only award from this one-year top-up programme is BSc (Hons) Information Technology
5. Criteria for admission to the programme:
Students are admitted directly to this one-year top-up programme following successful completion of a Diploma of Higher Education in Informatics or a comparable qualification acceptable to the University. Further details are given in the Peterborough prospectus and on the Web at:
http://www.lboro.ac.uk/pboro/pages/programmes.html
6. Information about assessment regulations:
This one-year Honours degree top-up programme is referred to as ‘Part C’ [meaning the Final year of an Honours degree] and comprises 120 credits [see section 4, above]. The award of the degree is governed by the university’s General Regulations for Undergraduate Awards and the statements in the following three paragraphs.
Candidates must obtain a minimum of 100 credits from the Part C modules [by getting a mark of 40% or better] and obtain a minimum of 30% in the remaining 20 credits.
The final degree classification will be determined by the average mark for the 120 credits taken in the one-year top-up programme — boundaries for the degree classes are normally set at 40%+ Third; 50%+ Lower Second; 60%+ Upper Second; 70%+ First.
Candidates who have the right of re-assessment may be re-assessed during the university’s Special Assessment Period in September.
7. Indicators of quality:
There are no Indicators of Quality yet available for Loughborough University at Peterborough
8. Particular support for learning:
Loughborough University at Peterborough
Academic staff: provide support for their modules and some act as Pastoral/Year Tutors. Each degree programme has a Programme Director to whom students can address questions and issues. A Staff/Student Liaison Committee meets each semester.
Counsellor: a confidential counselling service is provided (appointments are made through the Administration Office).
English language support: support in English language is offered to overseas students, a class meets weekly.
Learning Resource Centre [LRC]: manages the provision of printed and electronic materials.
Learn Server: a part of the university’s web server for online teaching and learning that is being increasingly used by LUaP.
Mentors: members of the project team [financed by the Innovations Fund] provide mentoring for students in local schools to raise their aspirations and assist their transfer to higher education programmes, including LUaP.
Student Services Officer: since August 2001 LUaP has had a dedicated Student Service Officer. The SSO provides immediate support and advice, arranges other sources/agencies for advice, organises career oriented activities and co-ordinates support from support units based on the Loughborough campus — see below.
Additionally, students at LUaP enjoy the support of the provision at the Loughborough campus. There is a video conferencing link between LUaP and the campus enabling students to have direct contact with counselling and careers services. Books and other materials in the holdings of the Pilkington Library can be sent to the Peterborough campus for issue and use through the LRC
Loughborough University (Loughborough campus)
Careers:
The Careers Service provides a continuous service for students seeking careers guidance and help with job-search techniques, together with a library of careers resources. Careers Service personnel visit Departments to talk to student groups and are involved with students and parents from recruitment and induction onwards. In the UK Graduate Careers Survey, sponsored by the Times Newspaper, Loughborough University Careers Services was rated top of the league. Over 11000 finalists from 25 leading Universities were interviewed and the Careers Service at Loughborough achieved the joint highest score with 79% of students rating the service as good or excellent.
Library:
The University Library (The Pilkington Library) provides technologically advanced support for student learning in a purpose-built building. It holds a stock of more than half a million volumes, monographs and an extensive serials collection; numerous PC workstations (100+); networked printing facilities and self-service photocopiers. The Library is also a designated EDC (European Documentation Centre). The computerised library catalogue (OPAC) is available on-line, as are electronic versions of reading lists. Opening hours are lengthy and there is on-line access to subject-specific data bases and networked CD-ROMs from networked labs and study bedrooms on campus. The Library organises self-guided tours for First Year students, and presentations from librarians are an integral part of the postgraduate research methods and design module. User support is also available from staff at the Library help-desk, via printed and online guides and through a series of 'Lunchtime in the Library' training sessions. There are a variety of study environments in the Library, including individual and group study desks, private carrels and group study rooms.
Computing Services:
Computing Services provides the University IT infrastructure, and works in close collaboration with Faculty IT Co-ordinators and Departments' IT Support Specialists in maintaining staff PCs and departmental networked laboratories. There is a dedicated server for web based teaching support, the LEARN server, accessible both on and off campus; each member of staff is able to edit web pages on this server relating to their own modules.
Learning and Teaching Development:
Learning and Teaching Development (LTD) is the University's centre for teaching and learning innovation providing support for teaching, learning and assessment by acting as a reference service for students for learning and study skills. It works with tutors seeking to help particular students as well as providing general guides on studying, learning and assessment.
Staff Development:
Staff Development (SD) provides continuing professional development in teaching and other skills. Probationary staff attend a full programme of SD courses and, in their third year, the Quality Assessment Unit assesses their teaching through direct observation and a portfolio. Accreditation for this process has been awarded by the Institute for Teaching and Learning (ILT). Permanent staff take refresher courses and investigate new developments in teaching through SD courses.
Counselling Service and English Language Study Unit:
The Counselling Service and English Language Study Unit are able to support individual students in resolving problems and in improving communication skills for international students.
Disabilities & Additional Needs Service:
The Disabilities & Additional Needs Service (DANS) offers support for students including adaptation of course materials into Braille/large print/tape/disk/other formats; organising mobility training; BSL interpretation; provision of communication support workers; notetakers in lectures/tutorials; assessment of specific support, equipment and software needs; individual/small group tuition for students who have dyslexia; representing students’ needs to academic and other University departments; organising adapted accommodation to meet individual needs; helping to organise carers to meet any personal care needs; organising appropriate support for students who have a mental health problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf People and the National Autism Society to offer effective support to students at the University. It regularly takes advice from other national and local organisations of and for disabled people.