Faculty of Business, Environment and Society. Programme Specification. for. BA (Hons) International Relations

Transcription

1 V 11 Faculty of Business, Environment and Society Programme Specification for BA (Hons) International Relations FINAL Academic Year 2014/2015 1

2 Contents V 11 Introduction Part 1: Programme Specification 1-10 Basic Programme information 4 11 Educational Aims of the Programme 5 12 Intended Learning Outcomes 5 13 Programme Structure and Requirements 7 14 Support for Students and their Learning Criteria for Admission ethods for Evaluation and Enhancing the Quality and Standards of Teaching and learning Regulation of Assessment Indicators of Quality and Standards Additional Information List of mandatory and core option modules Curriculum ap Capabilities (Skills) ap 16 Part 2: Supporting information Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements. Teaching and Learning Strategy 18 Assessment Strategy 19 Programme/Course management 20 Entry Requirements and Selection Procedures 21 Compliance with the University s Academic Regulations and Current Legislation 21 Page 18 2

3 V 11 Introduction BA International Relations compliments three other single-discipline undergraduate degrees taught within the Department of International Studies and Social science: BA History, BA Politics and BA Sociology. It was conceived in order to ensure Coventry University offers a full range of courses across the social sciences. Staff proposed delivering this programme in the wake of the recruitment success of BA History and BA Politics. These single-discipline courses have recruited well. It was therefore suggested that International Relations also be offered as a self-contained course. The course is expected to initially recruit 30 FTE students, projected to rise to 50 students after three years. 3

4 V 11 Part 1: Programme Specification for BA International Relations 1 Available Award(s) and odes of Study Title of Award ode of attendance UCAS Code FHEQ Level International Relations BA (Hons) BA BA (Hons) (Sandwich) Diploma of Higher Education Certificate of Higher Education F/T 3 yrs P/T 4-6 yrs F/T 3 yrs P/T 4-6 yrs F/T 4yrs P/T 5-7 yrs F/T 2 years F/T 1 year L250 Honours 3 F/T 3 yrs P/T 4-6 yrs FALL BACK award: BA International Studies and Social Science 2 Awarding Institution/Body Coventry University. 3 Collaboration Not applicable. 4 Teaching Institution and Location of delivery 5 Internal Approval/Review Dates Coventry University. 6 Programme Accredited by Not applicable. 7 Accreditation Date and Duration 8 QAA Subject Benchmark Statement(s) and/or other external factors 9 Date of Programme Specification Date of approval: 21 arch Date for next review: arch Not applicable. none This programme is covered by the QAA's Politics and International Relations Subject Benchmark Statements. This benchmark statement may be found at: arch Programme anager/course Dr Caroline Page Tutor 4

5 V Educational Aims of the Programme Seeking to fulfil Coventry University s ission Statement, the aims of this course are: To provide a programme, built upon the QAA subject benchmark statements, where students are enabled to appreciate and develop their understanding of the discipline of International Relations; To explore this discipline s theoretical underpinnings and practical explanations of how states and other international actors compete and cooperate within the world system; To develop the students powers of analysis and judgement; To provide graduates who will have key skills which enable them to adapt to and develop a variety of careers in the public, private and voluntary sectors. 12 Intended Learning Outcomes This programme satisfies the International Relations component of the Politics and International Relations benchmark statements and Coventry University s Code of Practice for Academic and Professional Skills Development. Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in section 20) Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in. The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section Knowledge and Understanding On successful completion of the programme a student should be able to demonstrate knowledge and understanding of: KU1 - the origins and character of the contemporary international system KU2 - the key issues, institutions and processes that determine international relations KU3 - the methods and approaches employed in the study of international relations KU1 to KU3 Teaching and Learning Lectures, workshops, seminars, group work, tutorials, textbooks, monographs, journals, self directed and guided study, fieldtrips, module webs. Assessment Examinations, individual coursework (essays, reports, reviews, etc.), timed constrained assessment, seminar based assessment, presentations and projects Cognitive (thinking) Skills On successful completion of the programme a student should be able to: CS1 - Research skills: locate a range of information sources, to gather and marshal relevant evidence successfully CS2 - Analytical skills: review critically, synthesize and debate evidence collected by research CS3 - Evaluative skills: construct fair, coherent and convincing arguments utilising the relevant key concepts and approaches in the discipline CS4 - Problem-solving skills: analyse problems, take decisions, be creative and show initiative The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. 5

6 CS1 to CS4 Teaching and Learning Problem based learning, project, workshops, University Library, seminars, fieldtrips, problem based scenarios. Assessment Examinations, individual coursework (essays, reports, reviews, etc.), timed constrained assessment, seminar based assessment, presentations and projects. V Practical Skills On successful completion of the programme a student should be able to: PS1 - identify accurately the issue(s) which need researching and retrieve up-to-date disciplined based information using paper and electronic sources PS2 - use primary and secondary sources relevant to the topic under study PS3 - collate information and materials from a variety of sources in a coherent way with appropriate referencing PS4 - to act independently in planning and undertaking tasks in areas of the discipline already studied The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. odules offered through the Add+vantage scheme will provide opportunities for skills development and support for Personal Development Planning. The development of discipline-based development planning is detailed in Part 2; Supporting information. PS1 to PS4 Teaching and Learning Workshops, seminars, group work, self directed and guided study, fieldtrips, module webs. Assessment Individual coursework, seminar based assessment, presentations, dissertation and examinations 12.4 Transferable Skills On successful completion of the programme a student should be able to: TS1 - Personal skills: work independently with increasing self-confidence and to reflect upon the process of learning TS2 - Interpersonal skills: work within a group, to negotiate, to learn from others and to lead an activity TS3 - Organisational skills: manage time effectively, to set objectives and to evaluate the performance of oneself and others TS4 - Communication skills: develop and debate ideas and to sustain arguments effectively both orally and in written form Transferable/key skills are generally incorporated within modules (see annex 3) and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas. 6

7 13 Programme Structure and Requirements, Levels, odules, Credits and Awards odules within the programme, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are identified in section Levels and modules The above programmes make use of modules taught at levels one, two and three (the level of the module usually corresponds to the year of study, for full-time students: i.e. level one in the first year of study, and so on). All the modules have been designed to operate within the University-wide odular Framework. Full time students will usually take three years to complete their course, while part-time students normally graduate after four to six years of study. Sandwich students will normally take 4 years of full time study to complete their course and 5-7 years part-time. The programmes combine mandatory modules (modules that must be taken) with core options (modules chosen from a subject list) and a menu of skills and employability modules (chosen from a University wide list). The mandatory modules are designed to instil the key elements knowledge and skills of the subject, optional modules allow the student to enhance this learning via specialising in an area of own choice, while the employability modules seek to develop skills that improve students career prospects after graduation Course structure, progression and awards Students study 120 credits at each level, aiming to accumulate a total of 360 credits for their target award. To ensure students register for the correct combination of mandatory, optional and employability modules, one module should be selected from each of the boxes in the relevant grid below. V 11 7

8 BA (Hons) International Relations V 11 Level one Level two Level three 291ISS A Graduate Career 390ISS Dissertation in History, 10 credits International Relations and Politics 30 credits OR (for students undertaking a work placement) 393ISS Dissertation ISS Work Placement Choice from CU Advantage enu 10 credits Choice from Advantage CU menu 10 credits Plus 20 credits 392ISS Placement module 10 credits Choice from Advantage CU menu 10 credits 167ISS Politics in Action: Applied 279ISS Foreign Policy Analysis Politics 30 credits 20 credits 175ISS Themes and Concepts in 277ISS Contemporary Global International Relations Security 20 credits 20 credits 176ISS World Politics since ISS Power and Political Violence 20 credits in the Age of Globalisation 20 credits 165ISS Introduction to International 202ISS Humanitarian Intervention Relations Theories and Peacekeeping 20 credits 20 credits Students chose ONE of the 166ISS History of Globalisation following: 20 credits 286ISS Global Inequality and Development C 397ISS Ethics and International Relations 20 credits Students choose THREE from the following: 375ISS Propaganda and Foreign Policy C 378ISS Global Organized Crime C 382ISS Politics of the Contemporary iddle East C 275ISS A History of International Crime C 269ISS Comparative Foreign Policies C 20 credits 395ISS Study Trip C 379ISS Chinese Politics, Foreign Relations and Security 60 credits Total of 120 credits at level one Total of 120 credits at level two Total of 120 credits at level three Please note: at any given time, one or more the modules listed above may not be offered and/or other modules may be substituted. Study abroad Students may opt to complete a 400 credit programme, incorporating an additional year abroad into the above 8

9 structure. Full time students take 200ISS Study Abroad in year 3 (40 credits), returning to Coventry to study the above level 3 modules in year 4. Sandwich Degrees For students undertaking a placement in their third year of study, they will return in their fourth year and undertake the level three programme as outlined above with the exception of 390ISS. In its place students will take 392ISS and 393ISS. Progression Before being permitted to study level two modules students must pass 100 credits at level one. Before being permitted to study level three modules students must pass 100 credits at level two. The pre-requisite modules that need to be passed before students will be permitted to study any one individual module are listed in section 19 below. Awards For an Honours degree - BA (Hons) International Relations - a student is required to pass 360 credits in accordance with the mandatory and optional modules described in the table above (with 100 credits passed at each level). Upon enrolment students will be automatically registered for a Degree with Honours. Subsequent failure or withdrawal may result in a BA International Relations degree without Honours being awarded, or a Diploma or Certificate of Higher Education. Exit awards are determined as illustrated in the table below. Awards below honours level, may be calculated using any of the modules listed above Academic Award Total minimum credits required inimum credits required at level 1 inimum credits required at level 2 Degree with plus 100 plus 100 Honours Unclassified degree plus 80 plus 80 Diploma of Higher Education Certificate of Higher Education inimum credits required at level 3 V 11 Students meeting the honours degree minimum credit threshold have their classification of award calculated in one of two ways (with the most beneficial method to the student being applied): the average mark of the 100 credits worth of modules with the highest mark at level 3 or above; or the average mark of the 220 credits worth of modules with the highest mark at level 2 and above. This average mark is reflected in the classification awarded as follows: First class degree An average mark of 70 percent or above Upper-Second class degree An average mark between 60 and 69 percent Lower-second class degree An average mark between 50 and 59 percent Third class degree An average mark between 40 and 49 percent Fall back award Students no longer able to complete their original target award, having failed to secure the specific module components indicated above, may be awarded the degree of BA International Studies and Social Science. Such students must successfully pass 300 credits, which must comprise: at least 180 credits from modules using the ISS suffix; and at least one CU+Advantage module passed at each level of study. 9

10 V Support for Students and their Learning In addition to the University-wide support available, the following specific support is given to students: A pack of information detailing the programme is provided to each student on their arrival at Coventry University. An initial induction period is provided, supported by a subsequent mandatory transition to higher education module. During the first week students will learn about the structure of the programme and have introductory lectures on matters such as life as a undergraduate, key skills, and personal safety. Students will have both library and CU Online induction sessions, and will meet staff at a social event. There is a well established personal tutorial system. All students are allocated a personal tutor, who they are required to see regularly during the first year, and are encouraged to see regularly in subsequent years. The personal tutor will oversee their tutees academic development and progress, and is there to assist with academic and non-academic matters, where appropriate. In addition to the personal tutorial system, staff operate a system of surgery hours. Students who wish to discuss a matter with a member of staff may do so during the advertised surgery hours, or at another mutually convenient time. An open door culture exists in the Department. Students will receive written feedback and an individual tutorial on their work, and may also make an appointment to see the relevant lecturer prior to any assessment. Additional CU Online support webs have been developed in each module. Students will be provided with a detailed student handbook detailing the structure of the programme and the relevant regulations, and additional information can be found on CU Online through the course programme page. Students will be provided with a Guide to Teaching and Learning. Further guidance is provided by the Student Support Office, located GE103 of the George Eliot Building, where a dedicated team complement the work of the Course Team by providing advice concerning course related matters. Reasonable adjustments can be made to the learning, teaching, assessment and support of the course to maximise accessibility to students with disabilities. 15 Criteria for Admission UCAS entry profiles may be found by searching for the relevant course on the UCAS website, then clicking on Entry profile. The admissions team seeks to recruit individuals who have the ability to complete and benefit from the programme. The University s requirements for standard entry will apply to most applicants: a specified number of points gained from qualifications comprising a minimum of two A2 subjects, or equivalent. But the team also looks for additional enthusiasm and life experiences that individuals can bring to the programme. EU and overseas applicants will be considered if they possess equivalent qualifications from other national educational systems and a proficient knowledge of English (normally the Cambridge Certificate of Proficiency in English, IELTS or equivalent). The Recruitment and Admissions Office has a detailed table of these equivalences for these qualifications and these will be consulted by the Admissions Tutor to determine the suitability of EU and overseas applicants. ature and non-standard entry students are particularly welcome; applicants without formal qualifications may be admitted on the basis of interview. Students who wish to gain direct entry to either Level 2 or 3 of the programme may be admitted if they have recently met, at another institution, the academic criteria for passing and proceeding to the next level of an equivalent programme. 10

11 16 ethod for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme is managed by the International Studies and Social Science Board of Study of the Faculty/School of Business Environment and Science. The Programme Assessment Board (PAB) for International Studies and Social Science is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQ). Details of the AQ process can be found on the Registry s web site. Students are represented on the Student Forum, Board of Study and Faculty/School Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. V Regulation of Assessment University policy requires the internal moderation of all assessments. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively. 11

12 V Indicators of Quality and Standards The History, International Relations and Politics group was last reviewed by the QAA in January The grades achieved were as follows: Curriculum Design, Content and Organisation 4 Teaching, Learning and Assessment 3 Student Progression and Achievement 4 Student Support and Guidance 4 Learning Resources 4 Quality anagement and Enhancement 4 Total 23 The Department of International Studies and Social Science received an overall satisfaction rate of 100% in the 2011 HEFCE National Student Survey. The History International Relations and Politics Subject Group received a grade of 4 in the Research Assessment Exercise, December In 2008, the University s Politics and International Studies RAE return was awarded, as a percentage of research activity in each category: 4* 3* 2* 1* U/C Overall quality profile: Sub-profiles: Research outputs Research environment Esteem indicators The report of QAA s Institutional Audit undertaken in November 2008 confirmed that: Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities. 19 Additional Information Key sources of information about the course and student support can be found in The BA International Relations Student Handbook The University's Academic Regulations The University's General Regulations The QAA's Subject Review Report (2001) Student Services - odule Information Directory ( Study Support information is accessible from student services home page 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 s/he takes full advantage of the learning opportunities that are provided. ore detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the odule Information Directory (ID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 12

13 V andatory and Core Options odule code odule title Credit value Pre/Co requisite Status Level 1 166ISS 166ISS History of Globalisation ISS Politics in Action: Applied Politics 165ISS Introduction to International Relations Theories 175ISS International Relations: Globalisation, Power and Order 176ISS World Politics since Level 2 202ISS 204ISS 269ISS 279ISS 275ISS 277ISS 286ISS 291ISS Humanitarian Intervention and Peacekeeping Power and Political Violence in the Age of Globalisation Comparative Foreign Policies Foreign Policy Analysis A History of International Crime Contemporary Global Security Global Inequality and Development A Graduate Career 170ISS, 75ISS or equivalent 170ISS, 75ISS or equivalent 170ISS, 75ISS or equivalent 170ISS, 75ISS or equivalent 170ISS, 75ISS or equivalent 170ISS, 75ISS or equivalent 170ISS, 75ISS or equivalent ISS or equivalent O O O Level 3 397ISS Ethics and International Relations 202ISS, 203ISS, 269ISS, 279ISS, or equivalent 13

14 375ISS 378ISS 382ISS 390ISS OR 392ISS plus 393ISS 395ISS Propaganda and Foreign Policy Global Organized Crime Politics of the Contemporary iddle East Dissertation in the Humanities and Social Science ISS Placement odule (Placement in year 3) Dissertation in the Humanities and Social Science Field Trip 202ISS, 203ISS, 269ISS, 279ISS, or equivalent 202ISS, 203ISS, 269ISS, 279ISS, or equivalent 202ISS, 203ISS, 269ISS, 279ISS, or equivalent One from: 202ISS, 203ISS, 269ISS, 279ISS, 292ISS or equivalent 202ISS, 203ISS, 269ISS, 279ISS, or equivalent O O O O V 11 Key = andatory (i.e. must be studied and passed for the named award) O = Option 14

15 21 Curriculum ap Knowledge and Understanding Cognitive (Thinking) Skills Practical Skills Transferable Skills odule codes KU1 KU2 KU3 CS1 CS2 CS3 CS4 PS1 PS2 PS3 PS4 TS1 TS2 TS3 TS4 166ISS O O O O O O O O O O O O O 167ISS O O O O O O O O O O O O O O O 165ISS O O O O O O O O O O O O O O O 175ISS O O O O O O O O O O O O O 176ISS O O O O O O O O O O O O O O O 202ISS O O O O O O O O O O O O O 204ISS O O O O O O O O O O O O 269ISS O O O O O O O O O O O O O O O 275ISS O O O O O O O O O O O O O O O 277ISS O O O O O O O O O O O O O O O 286ISS O O O O O O O O O O O O O O O 291ISS O O O O O O O O O O O O 366ISS O O O O O O O O O O O O 378ISS O O O O O O O O O O O O O O O 382ISS O O O O O O O O O O O O 392ISS O O O O O O O O O O O O O 390ISS O O O O O O O O O O O O O O 393ISS O O O O O O O O O O O O O O 395ISS O O O O O O O O O O O O O O O 15

16 22 Capabilities (Skills) ap odule codes 166ISS 167ISS 165ISS 175ISS 176ISS 202ISS 204ISS 269ISS 275ISS 277ISS 286ISS 291ISS 397ISS 378ISS 382ISS 392ISS 390ISS 393ISS 395ISS Learning to Learn Working with others Key: T=Taught, P=Practiced, A=Assessed Problem Solving and Innovation Numeracy IT and Online Learning Communication Career anagement Information anagement TPA PA PA TPA P TPA TPA PA PA P TPA TPA PA PA P TPA TPA PA PA P TPA TPA P PA P TPA TPA P PA P TPA TPA P PA P TPA TPA P PA P TPA TPA Personal Development Planning P PA P TPA TPA P PA P TPA TPA P PA P TPA TPA P PA P TPA TPA TPA TPA P PA P TPA TPA TPA TPA TPA TPA TPA TPA TPA TPA TPA P PA P TPA TPA P PA P TPA TPA P PA P TPA TPA P PA P TPA TPA TPA TPA TPA TPA TPA TPA TPA TPA TPA The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme. 16

17 Capability Outlines (from the Code of Practice for Academic and Skills Development) Learning to Learn Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Working with Others Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Numeracy Students should be able to interpret, analyse and present numerical data. IT and Online Learning Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communication Students should be able to communicate effectively in appropriate forms in a wide variety of situations. Career anagement Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations. Information anagement Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Personal Development Planning Students should be able to demonstrate self-awareness, set personal goals and record achievement. Capabilities developed through the Add+vantage Scheme In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage module in each of the three years of their course. Theses Add+vantage modules will develop the following generic capabilities: Problem Solving Skills Action Planning and Organising Written and Oral Communication Questioning and Listening Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be addressed in each of the Add+vantage modules: Achievement orientation Initiative (Creativity) Self Confidence Decisiveness Reflectiveness Adaptability/Flexibility Influencing Career anagement Skills 17

18 Part 2: Supporting Information for BA International Relations 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements This BA Course is informed by the undergraduate level qualification descriptors in the Framework for Higher Education Qualifications in England, Wales and Northern Ireland as indicated in the specific course specifications. The descriptors may be found by following the link below: This course is further informed by the benchmarking document:; This BA Course is informed by up-to-date scholarship and makes use of materials that ensures that students are engaging with debates that are at the forefront of the discipline. Students develop a greater understanding of the subject matters at hand as they progress through their chosen degree route. Greater understanding, the encouragement of critical analysis and the increasing ability to convey ideas, concepts and context will be nurtured as the student progresses. This course and the discipline represented in it will provide students with the necessary qualities needed for employment through the development of transferable skills which are always in demand. With regard to the latter, the Department of ISSS has a dedicated Employment Personal Tutor (EPT) whose role is to support students to achieve a positive destination following graduation. The Faculty of Business, Environment and Society, in which the Department of ISSS is housed, also has an Employment Placement Unit (EPU) which supports students seeking a placement opportunity at the end of their second year of study. The Department also has very strong links with the International Experience and obility Service run by the University which encourages and supports students who wish to undertake the opportunity to study abroad in their third year this course is constructed to allow for a sandwich degree to facilitate this option. The modules which compose this course are strongly international in focus and the strong links with the IES further underscore this aspect. As indicated above, this course provides students with skills that employers require and reference to the UK s official graduate careers website, indicates the range of opportunities which are available to students of this course. In addition, the EPU, the EPT and the Academic Personal Tutorial (APT) scheme all help to focus students on achieving their graduate career aspirations. 2 Teaching and Learning Strategy The design and delivery of this BA course is informed by the Faculty s Learning and Teaching Strategy. It makes use of a range of teaching and learning methods, including lectures, workshops, seminars, tutorials and field trips. This course is situated within the Faculty s semester pattern of delivery and designed to further the development of the individual over time. Seminar discussion is a particularly important aspect in the delivery of the content modules as it provides an opportunity for students to engage in challenging discussions. The teaching and learning environment is directed by staff who have recognised authority in their fields and who are able to provide students with specialist knowledge of the subject matter. any members of the Department are actively engaged in research and have been awarded research sabbaticals in recent years. These activities inform and underpin the modules which students take and give confidence to students that they are being taught by acknowledged experts and demonstrate to students how research informs their subjects. This course makes use of workshops, seminars and lectures to provide students with knowledge and understanding so that students are equipped with the necessary skills to foster a creative and enquiring approach to their subject and to meet the intended learning outcomes required by the modules and the course overall. Inquiry based learning, as one would expect, is central to the delivery of the modules composing this course. Perhaps this is most obviously demonstrated in the third or 18

19 fourth year dissertation where students have the opportunity to choose their own subjects for investigation providing the Department has the expertise to offer suitable supervision and, using a wide-range of secondary and primary materials, offer their own analysis of the evidence. It should not be thought, however, that this activity is confined to levels three and four; it is an essential component of all of the modules from stage one to graduation. Underpinning the learning and teaching strategy is an appreciation of the need to provide a stimulating and supporting environment where students receive well-structured academic and pastoral support that encourages them to become independent, reflective and analytical thinkers who are able to deal with complex issues in a creative and systematic manner that will provide them with a sure footing in a complex and unpredictable working environment. Our approach to the delivery of this course is informed by an active research climate among staff and supported by staff engaging with internal and external networks that are relevant to the delivery of these programmes. Within the University these include support provided by a National Teaching Fellow, the Faculty Teaching Fellows as well drawing on innovative approaches that are being championed in such areas of excellence as the Higher Education Academy Subject Centres, HEFCE funded Centres for Excellence in Teaching and Learning, and the fund for the Development of Teaching and Learning. In pursuance of the objective of demonstrating and practising a community of learning, the modules which compose this course offer the students the opportunity to exchange ideas through seminars and workshops and, through the student-led society, HIPSOC, to extend their pursuit of learning through trips organised by the society, for example, to the Houses of Parliament. The study trip, which is available to all students at stage three or four, exposes students to an entirely new range of international experts either academic or professional experts in the subjects covered by the study trip. This course has an inherently international perspective which, hopefully, is made clear by the module titles themselves and the module descriptors available on the University s website under the odule Information Directory. To further enhance the students opportunities to engage in the international dimension of their studies, the Department works closely with the IES to encourage students to consider undertaking the opportunity to study abroad. The Department also supports students who wish to undertake a placement abroad with a Non-Governmental Organisation (NGO). For students who do not wish to study abroad or to undertake a placement abroad, the Study Trip module provides another route through which students have the chance to broaden their international experience. The Department also runs an International Week for those students who are not engaged in any one of the above opportunities that are available. As has already been indicated above, students studying this course are equipped with the skills employers require across a vast range of careers. Even a brief look at will indicate the plethora of opportunities open to graduates and this is strength of this course. Apart from the skills students derive from studying this course which are fundamental to their future career opportunities, students are also supported through the EPU to undertake placements or internships. The Department has a designated ETP to further support students in ensuring a positive destination on graduation. This support is provided by one-to-one interviews, specific slots within the teaching weeks to concentrate students minds on their future careers and exposure to an Employment Week at level two which, through the use of internal and external speakers, students are encouraged to consider in a focussed fashion their future employment opportunities and to work toward them. The Associate Head of Department arranges for students to be made aware through presentations delivered by the Careers Service and the IES, for example, during induction of the opportunities available and the services the University provides. This is reinforced during the Employability Week. 3 Assessment Strategy The assessment strategy of this course is informed by the Faculty s Assessment Strategy and national requirements that are set out in the QAA Framework for HE Qualifications (see above). The assessment strategy has as its core concern the need to be fair, realistic, transparent, reliable, secure and to offer diversity so as to provide support to the student learning process. 19

20 This course is assessed by a range of different types of coursework and examinations that provide students with an ability to undertake enquiry into subjects to develop their expertise and knowledge of the subject matter. In undertaking this enquiry students will develop their skills and will engage with many different kinds of source material. Such methods are crucial to the successful achievement of the learning outcomes that are set out in the course specification and which place particular attention on matters relating to knowledge and understanding of the subject matter, and the development of cognitive skills that are further reinforced by practical methods of investigation. This course offers the opportunity for formative assessment to be delivered via seminar or workshop based learning. All module leaders are available to discuss with students the approach they might adopt to deal with assignments and to discuss feedback with students once the assignment has been returned. Additionally, generic feedback if offered to students through their module classes. All module guides contain a marking schedule which makes it clear to students the criteria by which marks are awarded. Some examples of previously attempted coursework are made available to students via oodle to provide additional support and guidance. Relatively short pieces of coursework at the start of the period of study are set to provide students with feedback at the earliest opportunity on their levels of skills and expertise. The aim is to highlight development needs and identify areas of support that are available, such as the Centre for Academic Writing. Summative assessment is tackled at an individual module level, with students having differing elements of coursework to complete. The overall assessment of this course is based upon a diet of mandatory and core option modules as established in the preceding Course Specifications. The modules are designed to allow students to develop their skills as they progress through the course and its levels. At level three students have the opportunity to display the skills they have achieved through a dissertation which for this course is regarded as the gold standard for undergraduate work at honours level see QAA requirements above. Students may expect to receive feedback within three teaching weeks at levels one and two, and within two teaching weeks at levels three/four. The assessment of students work is normally undertaken by the module leader in the first instance and then internally moderated by a second marker. arks are only finalized after the input of an external examiner who has the right to look at every piece of assessment. embers of staff are available during the Referral/Feedback days to discuss with students their examination performance. E-learning and digital literacy is a growing component of the delivery of this course. At level one students undertake on-line tests which are marked immediately and helps to support students to develop the necessary generic skills. Increasingly digital resources are used to expose students to a wider range of primary and secondary resources which are becoming available. As examples, one might refer to newspaper archives, historical documents, the National Archives at Kew, London and the Foreign and Commonwealth Office website, odule guides habitually refer to a greater number of such sources and, of course, to YOUTUBE materials which help inform our courses. Some members of the course team have their own websites, for example, while others have their own Facebook sites and are available on Twitter. Some colleagues make their lectures available on Echo360. The oodle pages available to all students are continually revised to provide links to sites of interest to students to support their learning and understanding. 4 Programme/Course anagement Head of Department The Head of Department takes overall responsibility for, and coordinates, the functions below. Associate Head of Department - The Associate Head of Department is responsible for the overall direction of the award and coherence and appropriateness of the students experience. Academic Course Director (ACD) The ACD has responsibility for the overall management of this course and reports to the Associate Head of Department. Academic Conduct Officer (ACO) The ACO has responsibility for overseeing the conduct of students during their studies and has direct responsibility for dealing with issues such as suspected cases of 20

21 plagiarism. odule Leader - odule leaders are responsible for the management and delivery of the individual module and for monitoring and assessing the achievement of the students within the module. Any issues which occur and cannot be dealt with by the odule Leader are referred to the ACD and/or the ACO as appropriate. Academic Personal Tutor (APT) - Each student will be assigned an Academic Personal Tutor who is responsible for monitoring the academic progress and professional development of individual students and for facilitating access to appropriate support mechanisms. As a matter of course, the APT will direct students to the appropriate Faculty and University-wide services which are available for instance, the EPU and the EPT. Board of Study The course is managed by the ISSS Board of Study of the Faculty of Business Environment and Society and Department of International Studies and Social Science Course Assessment Board - The Course Assessment Board for the Undergraduate Awards in ISSS is responsible for considering the progress of all students and making awards. Quality Assurance The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the course. Administrative structure This course is part of the Department for International Studies and Social Science (ISSS), within the Faculty for Business Environment and Society (BES). These courses are managed by the Associate Head of Department, who will report to the ISSS Board of Study. 5 Entry Requirements and Selection Procedures The UCAS entry profile for this course can be found at: 4oIk/HAHTpage/search.HsProfile.run?n= Compliance with the University s Academic Regulations and current legislation These programmes comply with the Academic Regulations of Coventry University. Template version ay