PROGRAMME SPECIFICATION TEMPLATE
Please see Guidance Notes in the Programme Approval Guidance for Programme Teams to assist in the completion of this template.
§ / Awarding Institution/Body / Teesside University§ / Teaching Institution / Teesside University. Sunderland College
§ / Collaborating Organisations
(include type) / N/A
§ / Delivery Location(s)
[if different from UoT] / Teesside University Main Campus. Teesside University Darlington Campus. Sunderland College will offer the final year top-up from 2011/12
§ / Programme Externally Accredited by (e.g. PSB) / N/A
§ / Award Title(s) / BA (Hons) Leadership and Management
§ / Lead School / Teesside Business School
§ / Additional Contributing Schools / N/A
§ / FHEQ Level
[see guidance] / 6
§ / Bologna Cycle
[see guidance] / First cycle
§ / JACS Code and JACS Description / N210 BA/LMgt
§ / Mode of Attendance
[full-time or part-time] / Part-time* & Full-time
* the programme is offered primarily on a part-time basis. The part-time mode is intended for students progressing from part-time FdA in Leadership & Management or equivalent and coming onto the programme as final year top-up students.
§ / Relevant QAA Subject Benchmarking Group(s) / QAA Benchmarking Statement – Business & Management
§ / Relevant Additional External Reference Points
(e.g. National Occupational Standards, PSB Standards) / N/A
§ / Date of Production/Revision / September 2011
16. / Criteria for Admission to the Programme
(if different from standard University criteria) / 280 UCAS tariff points to include an ‘A’ level in Business Studies, Economics or a related discipline and/or an individualised offer following an interview. Top-up students should be in possession of an appropriate FdA award or equivalent.
17. / Educational Aims of the Programme
The aim of the programme is to produce business graduates who, through their academic study and workplace learning, are able to develop a combination of generic and context-specific knowledge, skills and competencies, which will enable them to progress into senior managerial positions within business organisations.
In achieving this aim, learners who successfully complete the programme will be able to demonstrate knowledge and understanding of the structure and operation of business organisations, and an ability to critically analyse the important characteristics and managerial challenges associated with them.
Supporting Aims & Objectives
In support of the principal aim and objectives of the programme (above), the supporting aims of the programme are therefore to :
§ support the mission of the University by providing access to students from a range of backgrounds in the region;
§ address the needs of employers for graduates with context specific skills;
§ provide high quality teaching and learning;
§ adopt delivery and assessment methodologies appropriate to achieving the learning outcomes of the programme;
§ provide learning environments appropriate to the needs of students
§ provide appropriate learning resources, including access to support and guidance;
§ provide a programme of study that enables students to develop knowledge, understanding and transferable skills through exposure to the theory and practice of leadership and management;
§ develop students’ independent learning skills;
§ maximise the employment potential of students
In achieving these supporting aims, students completing the programme will be able to :
§ demonstrate the acquisition of knowledge and understanding of the theory and practice of leadership and management
§ utilise knowledge, understanding and transferable skills by adopting and applying appropriate methods to evaluate theory and practice in leadership and management;
§ demonstrate the development and utilisation of transferable skills; literacy, numeracy, communication, information technology and working with others;
§ demonstrate an ability to take responsibility for own learning and develop the managerial skills to become an independent learner
Programme Rationale
The above stated aims and objectives are guided by a rationale for the programme which is the provision of business graduates possessing relevant generic and context specific skills and competencies that are sought by employers.
Students completing the programme will therefore be far better prepared for graduate level employment than many of their contemporaries and as such will be more attractive to employers.
Developing such a programme has involved designing a curriculum incorporating the following elements:
§ accelerated learning
The programme will recruit able entrants with relevant ‘A’ levels (or equivalent), thereby enabling a greater volume of material to be covered at a more detailed level than would typically be the case in standard undergraduate delivery.
§ work-based learning
In addition to the development of knowledge and skills at the University, students will acquire context specific skills in the workplace at years 2 and 3
§ block mode teaching
the delivery of modules will be undertaken through ‘masterclass’ delivery, a block mode method already operating successfully on another TBS work-based learning programme
§ extensive links with employers
employers will support the programme by offering full-time paid internships to students at years 2 and 3 of the programme. Such opportunities will benefit the students enormously as well as deriving benefit for the employer organisations
§ integrated modules
the modules comprising the programme have been developed as an integrated whole and the interconnectedness and progression between modules is an important feature of the programme
Development
This programme proposal has been developed from a TBS programme proposal dating back to 2007, BA (Hons) Corporate Management. The philosophy of that programme was similar to this, incorporating a two year full-time work placement. However, the current proposal has been modified and updated for new modules and delivery strategies which reflect the School’s own learning and experience since 2007 as well as feedback from employers and employer representative bodies.
To this extent, the documentation presented here and in the programme handbook is founded on the same rationale as the BA (Hons) Corporate Management proposal but is suitably different to warrant a new submission and approval event. This position is supported by CLQE.
18. / Learning Outcomes
The programme will enable students to develop the knowledge and skills listed below. On successful completion of the programme, the student will be able to:
Knowledge and Understanding
K1 / Demonstrate a comprehensive understanding of the nature, structure, functions and internal processes of business organisations.
K2 / Demonstrate an understanding of the role and management of people in a business organisation.
K3 / Appraise the impact of the external environment at local, national, European and international levels.
K4 / Critically evaluate the multidisciplinary nature of the study of business
K5 / Demonstrate an awareness of strategic, legal and ethical issues affecting business organisations.
K6 / Challenge established business theories and models.
K7 / Demonstrate knowledge of research design and implementation.
K8 / Analyse and evaluate the changing nature of business in the contemporary world
Cognitive/Intellectual Skills
C1 / Apply the skills necessary for academic study and enquiry.
C2 / Evaluate information gathered from a variety of sources.
C3 / Analyse, evaluate and synthesise theoretical and applied knowledge and information in order to gain a coherent understanding.
C4 / Apply knowledge and skills in solving a range of familiar and unfamiliar problems.
C5 / Justify conclusions in a range of contexts.
C6 / Demonstrate a positive attitude to change in the context of information and communication technology and other business applications.
Practical/Professional Skills
P1 / Evaluate own leadership, team-working and other personal qualities necessary for a business career.
P2 / Recognise the basis for professional competence and ethical behaviour and review own performance.
P3 / Act with increasing autonomy.
P4 / Recognise the importance of and make practical use of information and communication technology.
P5 / Make effective preparations for business employment and apply knowledge and skills in a range of work situations.
Key Transferable Skills)
T1 / Plan, manage, review and evaluate own learning.
T2 / Communicate effectively using a variety of means.
T3 / Demonstrate appropriate numerical and statistical skills
T4 / Achieve competence in the use of information and communication technology.
T5 / Identify own strengths and weaknesses and take responsibility for personal learning and development.
T6 / Work effectively as a member of a team.
T7 / Critically reflect upon relevant career opportunities and challenges and take appropriate preparatory action.
T8 / Perform a range of tasks in a work situation
Pathway Specific Outcome for Pathway 1 [please give name], if applicable (insert additional rows as necessary)
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19. / Key Learning & Teaching Methods
General Commentary :
In this programme, teaching and learning methods develop across the three years from underpinning theory and concepts at year 1, through a more detailed exploration of business issues in year 2, to year 3 which is designed to offer an integrated, holistic and independently managed learning experience with an opportunity to examine and evaluate leadership and management problems and issues within the context of the workplace
Throughout the programme learners will be encouraged to develop and use a range of cognitive and intellectual skills. Many of the modules require the learners to develop and apply a range of skills within a variety of learning and assessment related activities. Learners will be encouraged to develop practical and professional skills through the operation of the internship and through appropriate formative and summative assessments. Modules will encourage learners to explore and examine issues around theory and practice.
Year 1
Year 1 is conducted in line with the standard undergraduate delivery methodology of year-long modules. However, in common with all years of the programme, year 1 adopts accelerated learning and integrative modules.
Teaching and learning in year 1 seeks to provide for the transition to higher education and to enable students to investigate areas of knowledge that provide an introduction to and the foundation of a leadership and management programme.
To this end traditional methods of teaching and learning are employed including lectures, seminars and tutorials. These are augmented by use of the Blackboard virtual learning environment, to include discussion forums, access to course information etc. The “Contemporary Perspectives in Business” module also uses guest speakers from industry to introduce up-to-date themes to the learners.
Years 2 and 3 : The Internship
The learning and teaching strategy for the internship is premised on a model of experiential learning which recognises the learning potential of the work-place, but also recognises that such learning is not automatic and must be structured and facilitated to ensure that the learning potential of each learner is maximised.
In accordance with University regulations, in order to be valid for the purposes of successfully completing the programme, students must complete at least 42 weeks of successful experience in an internship organisation in each academic year at levels 5 and 6.
Importantly the strategy facilitates the interaction between the taught elements of the course and learners’ own practical experience during the internship in the field of leadership and management.
The strategy aims to provide learners with the opportunity to:
§ Experience – through professional practice and work-place activities,
§ Observe and Reflect – through professional practice, masterclasses, work place activities, on-line discussion groups, learning logs, professional portfolio development
§ Conceptualise – through work-place activities and assignments, personal research, project development including work-place research
§ Plan – through self and professional development planning
(Kolb, 1984)
Specifically, the second and third years of the programme utilise the ‘masterclass’ block mode delivery pattern. For each module learners attend University for a 2 day masterclass during which time the key themes and structure of the module are delivered. Key features of the masterclass include delivery from the lecturer, small group learning activities including formative assessment, contextualisation in terms of a discussion of workplace applications, a discussion as to relevant supporting workplace learning opportunities and workplace mentor support.
Beyond the masterclass sessions, studies are then led by the learner in preparation for in-course/end of course assessment but this is augmented by tutor support, support from the virtual learning environment and also from the workplace mentor. At various stages, learners are encouraged to complete a development log or personal development plan and, in this way, the learning cycle described by Kolb (above) continues and develops.
Opportunities for formative and summative assessment are acknowledged specifically in the Delivery and Assessment Schedules within the programme handbook.
Direct entrants to the final year who have followed the FdA Leadership and Management or equivalent will normally be employed full-time in a role with some supervisory or management responsibility and fully equipped and supported to follow the above learning strategy.
20. / Key Assessment Methods
All modules comprising the programme will be assessed using the assessment criteria detailed on the individual module descriptors. For each module, the assessment criteria are linked to the learning outcomes of that module.
The criteria for the awarding of particular marks or grades are provided by the University Undergraduate Assessment Marking Criteria which is provided to the learner in the Programme Handbook.
Assessments will be moderated at both the setting and marking stages; internally at year 1 and both internally and externally at years 2 and 3.
Feedback is obtained from staff, learners and external examiners and will be used for the process of programme review and improvement.
Within the programme a range of key formative and summative assessment methods will be used. They will be designed to motivate, stimulate and inform learning and will include :
§ case studies;
§ essays;
§ presentations; and,
§ business reports and plans.
Wherever possible, module assessment tasks provide opportunities for learners to :
§ demonstrate their understanding of key concepts and models presented in the module;
§ reflect upon and analyse their workplace practice in relation to theory;
§ reflect on their experience of application of key skills developed during the module;
§ demonstrate their awareness of their own strengths, development and areas for additional development
In the first year of the programme, a number of assessments are based upon group work such as reports and presentations. This approach is employed not only because it is appropriate to the individual module but also because the promotion of group working in the first year of the programme will further the preparedness of learners towards the working circumstances of the internship.
As learners progress into the second and third years of the programme a number of assessments focus upon the internship experience and professional development of the learner, the adoption of reflective skills and the employment of both generic and workplace learning. For example, the Leadership and Management in Practice module and the Critical Evaluation of Leadership & Management module both require the preparation of organisation reports (subject to the School’s ethical clearance process) and personal development plans.
Again, each assessment is appropriate to the individual module but also takes its place against the backdrop of the assessment needs of the learner progressing through the programme as a whole.
With direct entrants to the programme the learner will be able to follow this approach as they will be in employment as opposed to internship.
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