BSc (Hons) Business Information Technology

Transcription

1 BSc (Hons) Business Information Technology 2015/16 Undergraduate Students Award title BSc. (Hons) Business Information Technology Programme code(s) BSBIT Faculty Arts, Environment and Technology School Computing, Creative Technologies & Engineering

2 Leeds Beckett University Student Charter Working together for success Leeds Beckett University and our Students Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff. Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students Union and we will review it, together, every year. Our University s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour. We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life. We will Work together within a progressive, independent, and active environment which promotes lifelong learning. Support a culture of personal and academic resilience. Collaborate to build partnerships for learning. Work together to sustain our bold, industrious spirit. We forge an environment which builds trust, accountability and transparency. We will Maintain mutually respectful codes of behaviour. 2015/16 Handbook 2

3 Promote the availability of information and support for all. Ask each other for help when we need it. Be honest, clear and assertive with each other. Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning. We foster inclusive academic, cultural, social, emotional and creative development for all. We will Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship. Support participation in extracurricular opportunities which enhance career and personal development Enable one another to plan, develop, and drive forward our individual educational and career goals. Acknowledge and celebrate our joint and separate successes. We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours. We will Act with academic integrity. Listen to, and respect, differing perspectives, including those from different cultures and backgrounds. Work together within a positive collaborative learning and working environment, wherever, and however, we engage. Take care with our personal and professional digital identity and recognise the impact it may have on us and others. We seek active engagement, feedback and participation in the issues that affect us. We will Work together to enhance our experience of our University. Collaborate to promote learning and support enhancement, through mutual reflection and feedback. Build partnerships to enable our University communities to engage with our external stakeholders. 2015/16 Handbook 3

4 Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead. Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all. 2015/16 Handbook 4

5 Our Student Entitlements As a full-time or part-time campus-based student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new and first year students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your graduate employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 2015/16 Handbook 5

6 Contents 1 Welcome to the Course Studying on this Course Assessment and Feedback Where to Get Help What to do if you Relevant Policies Appendix A Programme Specification /16 Handbook 6

7 1 Welcome to the Course 1.1 Message from the Dean and Pro Vice Chancellor Whether you are joining us as a new student or returning to continue your studies, we hope you will enjoy your experience with us and find your studies interesting, challenging and relevant to your development and future career plans. The Faculty of Arts, Environment and Technology, is one of the largest faculties within Leeds Beckett University and covers a wide range of subjects areas. The faculty is divided into the following five academic schools: Art, Architecture, and Design Built Environment and Engineering Computing, Creative Technologies and Engineering Cultural Studies and Humanities Film, Music and Performing Arts Our aim is to provide students with a research- informed, innovative and relevant curriculum that is linked to current industry practices and standards. Our courses are highly valued by employers, professional bodies and other stakeholders. Through our approach to student support and to teaching and learning we aim to place you, our students, at the heart of everything we do. You will experience a diverse range of teaching approaches. We also use a variety of different methods of assessment and attach considerable importance to providing you feedback on your assessments. We will be organising dedicated, school based feedback weeks for you to ensure that you receive feedback that would help with your future learning. As a faculty we strive to be student-centred and value your opinions and feedback. We want to hear about the things you enjoy and that you think we do well, but also want to know when you think there are ways in which we can improve your experience. There are many ways in which you can provide feedback including through your student academic representatives, through written or on-line module evaluation feedback forms and through student open meetings, forums with staff, and student representative meetings with me. 2015/16 Handbook 7

8 The courses in the Faculty of Arts Environment and Technology are based at both City Campus and Headingley Campus. Our City Campus courses are situated in the heart of the city, where our accommodation includes the award-winning Broadcasting Place development, our impressive Built Environment laboratories, dedicated film and performing arts studios and extensive IT facilities. Our University s Headingley Campus is leafy parkland setting housing our industry standard music performance studios, visual media, IT labs and dedicated Computing facilities. In joining the BSc. (Hons) Business Information Technology, you become part of the Faculty s community. I would like to wish you well in your chosen studies and hope you have an enjoyable and successful year. Professor Mohammad Dastbaz Dean and Pro Vice Chancellor, Faculty of Arts, Environment and Technology 1.2 Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a Module Handbook for each module you study on your course. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies. Dr Amin Hosseinian-Far Course Leader BSc. (Hons) Business Information Technology 2015/16 Handbook 8

9 1.3 Academic Calendar and Timetable Our standard student academic calendar is summarised below: Week Commencing Monday Student Calendar Bank Holiday Student Welcome and Induction Week Semester 1 Teaching Starts UG Christmas Break Formal Examinations Period Student Welcome and Induction Week Semester 2 Teaching Starts UG Easter Break Bank Holiday Bank Holiday Formal Examinations Period Spring Bank Holiday

10 Full details of this and future standard student academic calendars are available at: Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from Key Contacts Course Leader Dr Amin Hosseinian-Far Headingley Campus, Faculty of Arts, Environment & Technology 125 Caedmon Hall, Leeds LS6 3QR, United Kingdom Tel: +44 (0) [email protected] Personal Tutor You will be assigned a personal tutor during induction and they will monitor your academic performance, provide academic guidance and offer pastoral support. They should also be used for academic references. Your personal tutor will ask to meet with you at various times during the year, but you can ask for a meeting if you need to discuss any matter relating to your studies. Staffs normally advertise their availability for meetings outside their office, but it is best to in advance to confirm an appointment. Further details will be provided during induction. Student Liaison Officer Student Liaison Officers (SLOs) are recent Leeds Beckett graduates who are here to support you throughout your time here and to make sure you have access to and are aware of the support, opportunities and services our University provides. Your Student Liaison Officers will be confirmed in the autumn. Contact details will be available at the following: 10

11 Course Representative Course Representatives are student volunteers who represent your views at course-level, at Faculty Forums and in meetings with academic and administrative staff. Details about being a Course Representative are available at and on the Students Union website Student Administrator Claire Howson Tel: +44 (0) [email protected] The Student administration team are based in G13/G14, Caedmon Hall, Headingley Campus. Academic Librarian Barbara Price Headingley Campus Library JG125, James Graham Building, Leeds LS3 3HF, United Kingdom Tel: +44 (0) [email protected]@leedsbeckett.ac.uk 1.5 Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address, however, quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of cancelled classes/activities/course notices as soon as possible. This will normally be via or announcements on the VLE. For each module, the Module 11

12 Handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your Student Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 12

13 2 Studying on this Course We will provide you with an opportunity to develop your IT capability in tandem with business awareness. There will be an emphasis on systems analysis, providing you with the capabilities required to analyse existing systems, seek new ones and devise solutions that are an advantage to any business. 2.1 Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. Course Structure The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification. Course Learning Outcomes All courses are benchmarked against the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ-DAB). The FHEQ-DAB can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 2.2 Course Resources The programme specification specifies the physical and online resources available to students on this course. 2.3 Skills you will Gain during the Course Skills Developed The skills provided in this course are linked to the development of Graduate Attributes which are assessed as part of the course, and are outlined in the programme specification. 13

14 Additional Activities/Recognition You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative. 2.4 Graduate Attributes All graduates from our University will be enterprising, digitally literate and have a global outlook. These three graduate attributes are developed with specific, appropriate emphasis in each course and you will be assessed about each of them at every academic level. They will provide you with capabilities which are essential for your employability and wider life as you move on from your studies here. A summary of how graduate attributes are developed and assessed on this course is provided in the programme specification. 2.5 Work-Related Activities and Employability The programme specification outlines what work-related activities are associated with this course. Our course provides you with an extensive and well tested grounding in information systems, ICT and business. You will examine business strategy case studies from blue chip companies and contribute to producing critical business decisions fit for implementation in similar organisations. You will develop client databases to suit business needs, either individually or in a team, and will critically evaluate the justification and need for IT systems within these organisations. The combined business and IT knowledge you gain from this degree can help your future employers to make the most of their technology while increasing their business' success. 2.6 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. 14

15 2.7 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the United Kingdom. The details of the External Examiner for this course are as follows: Martyn Roberts Associate Head, Operations and Systems Management University of Portsmouth Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners reports can be located here: 15

16 3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification (appendix A). University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Assessment Schedule Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during those periods. Examination Details of assessments and examinations will be made available on the VLE. Coursework The coursework assessment schedule can be found in the relevant module guide on the VLE. Submitting Assignments Most modules require assessment work to be uploaded to the VLE module. The submission details and deadline will be stated in the module guide. If you have difficulties uploading to the VLE ensure you a copy to the relevant module tutor by the deadline. In the event that you need to hand assessment work in that cannot be uploaded electronically, hand this in to the Caedmon Hall reception staff and ensure that you obtain a receipt. Developing your academic skills is an essential part of successful study at university and your future employability. Academic skills include the use of IT, numeracy, academic literacy, 16

17 problem solving, critical thinking, working with others and research skills. Skills for Learning webpage is: skillsforlearning.leedsbeckett.ac.uk. It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of section 3.6 of this handbook. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, Course Rep forums (through MyVoice in MyBeckett), the National Student Survey and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your Couse Representative. 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students Union, your tutors or through the Library. Your Faculty also provides updates on action taken through the Better Beckett posters prominently displayed around our University. 17

18 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Each Module Handbook will provide you with specific guidelines on how and when you will receive this. The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A). 3.5 How do I Get my Results? Results from module assessments and decisions on progression to the next level of study (eg from level 4 to level 5 of an undergraduate degree) or awards (if you are in the final level) are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.6 Extenuating Circumstances and Mitigation If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. You will need to provide evidence to prove your situation; the Students Union Advice Service can offer guidance on what evidence you will need to present. Further information, guidance, and downloadable related documents can be found at 18

19 3.7 Re-assessment If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is). Details of module reassessment work will be placed in the module on the VLE. You will be advised via Results Online of your options for re-assessment. You are advised to contact your personal tutor for any necessary clarification. 3.8 Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Students Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Students Union Advice Service contact details. 3.9 Academic Integrity Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself. Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, 19

20 Section C9: Academic Integrity: There are a range of resources available to help you understand what is and what is not permitted and how to use other people s ideas in your assessed work. These include the Skills for Learning website which can be found at If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4). 4 Where to Get Help 4.1 Personal Tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in 20

21 your course induction. duration of your course. Normally, your tutor will aim to follow you right through the Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the Student Hub. In the first year your tutor will probably initiate communication to request a meeting at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently. Please see Section 6 for details of our personal tutor policy. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Their telephone number is and their address is [email protected]. They work closely with Faculties, the Students 21

22 Union, all University Services and external organisations to make sure that if they don t know the answer to your question they will know who will. You can also use 'my Hub' which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 4.3 Disability Support Disability Support is available from our Disability Advice Team. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer, more information is available at Library Help The Library There are two Libraries at Leeds Beckett, Sheila Silver at City Campus and Headingley Library, both open 24/7, 365 days a year. You can use either Library, although the book stock reflects the courses taught at each campus. The website (library.leedsbeckett.ac.uk) also provides access to thousands of resources and information about Library services. Academic Librarian Your academic librarian (see contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available in the Library and they work with you throughout your time here to help you develop information and digital literacy skills. Help and Information Points If you have any questions about using the library or need IT support you can get help: 22

23 from the Help and Information Point on the ground floor of each library online: library.leedsbeckett.ac.uk/contact-us by phone (including 24/7 IT support). Distance Learners If you are registered on a distance-learning course, you may be eligible for the Library s Offsite service. This offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. See the Library website for details of eligibility and more information. Skills for Learning Skills for Learning provides a wide range of web resources and publications on topics including plagiarism, group skills, research, maths, Harvard referencing, essay writing and time management. Information about workshops and one-to-one tutorials can be found at MyBeckett MyBeckett, the portal and virtual learning environment, is the gateway to all the information you will need to support your studies during your time at University. It provides access to your modules and timetables; your account; your personal storage area on our University IT servers and a wide range of other information. 4.5 Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues, for example: Academic Problems including: mitigation, complaints, appeals, disciplinary procedures & academic misconduct. Housing Problems including: disrepair, problems with your landlord, checking your tenancy agreement before you sign. 23

24 Money Issues including: problems with your student loan & Debt Health and Wellbeing. Tel: (0113) There are full details of all services available at: 5 What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). International Students Please be aware that our University fully complies with United Kingdom Visas & Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Tier 4 student visa, and full attendance is mandatory for all Tier 4 students. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Tier 4 students need to be aware of their responsibilities whilst in the UK, please see for full information. 24

25 For up to date information about visas, immigration issues and other matters relating to international students, please contact the International Student Advice Centre at 5.2 are ill If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. You can hand in or send a Fit Note to your Course Leader or Student Administrator. Further information is available in the General Regulations (section 6) at: If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. For more details on mitigation please visit have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: 25

26 5.4 are considering suspending studies or withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange suspension of studies from your course. If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students. 6.3 Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key Contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. 26

27 You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all our University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. 27

28 If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. 28

29 First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or Student Administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 6.5 University Regulations There are two sets of regulations you need to be aware of, the University Academic Principles and Regulations and the General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The General Student Regulations deal with a range of issues which apply to all students of our University. 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: 29

30 You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assurance of Academic Standards: Assessment (C1) Achievement of Credit (C2) Student Progression (C3) Conferment of Awards (C4) Management of Assessment (C5) Conduct of Assessment: Coursework and Other Assessed Work (C6) Administration and Conduct of Examinations (C7) Written Examinations: Regulations for Candidates (C8) Academic Integrity (C9) Disabled Students (C10) Boards of Examiners and Examination Committees (C12) Disclosure of Assessment Results (C14) Extenuating Circumstances and Mitigation (C15) Request for an Appeal Hearing (C16) The Students Union Advice service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: General Regulations The General Student Regulations are available at the following web link: yourself with the student regulations relevant to you. You should familiarise 30

31 Appendix A Programme Specification Overview and Aims Virtually all organisations utilise IT as part of their operation. Whilst IT is ubiquitous, organisations do not always gain full advantage from the application of technology. To leverage the most from the application of IT in business there is a need for individuals with a deep knowledge and understanding of IT and its applications, as well as a strong grasp of business processes and practices. The Business Information Technology award will provide an opportunity for students to develop their IT capability in tandem with business awareness. There will be an emphasis on business, digital technology and systems analysis as part of the award, which will provide students with the breadth of capability required to analyse existing systems, seek new ones and devise solutions that generate a business advantage. As well as business awareness and systems thinking the award will include curriculum which will enable students to gain an in-depth understanding of application development, following all steps of the development lifecycle from analysis through implementation to evaluation and project management. Typical application areas will include business databases and web technologies utilisation for functionality. This is further supported by recent Government Digital Knowledge Economy initiatives which are regarded as fundamental to the UK s future prosperity (Digital Britain 2009) in educational institutions too. Business and information technology in general has a very strong industrial presence. The use of computers and emerging technologies has become ubiquitous within the modern world. The need for graduates to understand business processes and how IT works as an enabler in Small Medium Enterprises, companies and organisations alike is a key area, in today s world. There is a strong need for graduates within the science and technology area and this is continually being recognised by the government; hence the recent STEM initiative ( designed to promote appropriate provision for areas of significant importance to the country s workforce requirements. 31

32 The strong industry requirement for computing and business skills within the local area is highlighted by the fact that, in most of the recruitment advertisements business are demanding business and information technology skills as can be evidenced in employers forums and the following links A report commissioned by the UK s Council of Professors and Heads of Computing (CPHC) predicts that demand for IT skills is expected to grow by 15% over the next 8 years ( This course provides students with the opportunity to develop fundamental employability skills and offers several career paths into small medium enterprises, entrepreneurship, companies and other organisations. On completion of the course students will have developed coherent set of skills that are appropriate to the various roles required by industry or in self-employment. Course Aims:- 1. To facilitate the provision of a quality learning experience for each student that fosters engagement with their programme of study and promotes independent study and life-long learning; 2. To maintain a high quality, comprehensive and coherent business and IT technology focussed curriculum which fosters business underpinnings, entrepreneurship, digital literacy and offer a global appeal which is informed by research, scholarly activity and practice which enhances each participant s career prospects; 32

33 3. To develop professionals with a sound understanding of business concepts, databases, systems analysis & design, web designing, IT technology strategies, digital emerging technology applications, problem solving, business and information analysis and a critical awareness of current emerging issues, who are able to adopt appropriate research strategies in those areas. 4. To encourage the creative and appropriate application of technology to promote innovation and enterprise through the project and innovation & enterprise modules whilst enhancing students employability skills. 5. To promote ethical business awareness and professionalism supported by a strong appreciation of industry focussed skills and practice. Employability and Professional Context The course has been designed for students wanting to develop business and information technology understanding in order to meet the needs of business and seeking employment as Business Analysts, Digital Web analysts, Systems Analysts, Systems Developers, Database Administrators, IT analysts/consultants and Web Designers. In a review of University curriculum the breadth of technology based curriculum is relatively small compared with benchmark institutions. This new award extends the current offerings we have in the Computing domain, enabling us to respond to employers (as can be seen in section 36 of this document) local student and international demand. The demand for students with a strong grasp of technology and business awareness remains buoyant (as can be seen in section 36 of this document); this is particularly true for the non- IT sector, such as banking, law, retail etc. All these sectors have strong representation in the region and organisations such as Morrison s, EMIS, Asda and WYMetro have targeted previous graduates on business information systems. The course will facilitate the gaining of employment in these local sectors. The course offers the opportunity of placements following the second year of studies; these enriched students professional employability skills and have resulted in direct employment in some of these organisations. In addition students will be encouraged to undertake projects or volunteering opportunities with outside organisations. Students at level 6 are encouraged to undertake projects for external clients where possible. 33

34 The award title has been reported as one that is seen as missing from our portfolio of awards by colleagues in the International Office. The term IT in particular has an international appeal and we expect to attract overseas students who can gain employability skills that will enhance developments in their countries of origin. On completion of this course students may also proceed to a post graduate course in a related subject area. The course will strongly encourage and supports students to undertake a supervised industrial placement following the second year of studies, to help develop their technical and employability skills. In addition students are also encouraged to undertake projects or volunteering opportunities with outside organisations. Students at level 6 are encouraged to undertake projects for external clients where possible. It is often the case that when a student has been on placement they will choose a project that relates to their placement role and meets a requirement for the employer. The Leeds Beckett & National Destination of Leavers from Higher Education [DLHE] data indicates that our graduates go on to take jobs in a broad range of IT related roles. Regular contact with placement employers, the BCS and other industry contacts allows the course team to monitor industry demands and alter curriculum accordingly to ensure current employer needs are addressed. Course Learning Outcomes The course learning outcomes of this course are based on the following knowledge and understanding, cognitive skills; practical and/or professional skills and key skills. 1. To develop IT solutions to support and serve the needs of organisations and communities and demonstrate the ability to integrate technologies, products, and services from multiple sources to satisfy organisational needs in the global society. 2. To develop an ability to communicate effectively in business, deploy accurately established techniques of analysis and design, digital emerging technologies, 34

35 databases etc. to deliver solution to users whilst understanding the sensitivity of the impact of technology solutions on individuals, organisations, and society. 3. To develop a wide breadth of understanding that enables students to devise and sustain arguments, teamwork and solve problems using innovative ideas and techniques, some of which are at the forefront of computing practice 4. To develop the skills and understanding to undertake projects to a professional standard by the consistent application and review of development, management and evaluation methods and techniques 5. To develop an ability to independently undertake research and critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution or identify a range of solutions to a problem. Level Learning Outcomes are not used. Graduate Attributes The graduate attributes are developed throughout the BSc Business Information Technology course. The aim is to develop each of the attributes via practical exercises, research, discussions and assessment. Each attribute is addressed at each level with an intention of consolidating and enhancing the attribute further as the student progresses. By its nature, the course develops a very high level of digital literacy in all its students. Students are expected to demonstrate self-learning, problem solving ability, global and digital awareness by the time they graduate. Throughout the course students at each level will gain the ability to study and learn effectively in formal and informal technology-enriched environment using a VLE which enhances live illuminate discussions, use of digital tools, such as Oracle Apex and web 2.0 technologies to support critical thinking, academic writing, note taking, reference management, time and task management; being assessed and attending to feedback available in a digitised formats and independent study using digital resources and learning materials. 35

36 The following learning activities illustrate some of the methods employed to develop the graduate attributes: At level 4 students are introduced to business concepts, basic IT systems technology development, analysis and design methods which are globally recognised within the industry whilst looking at case studies that make them aware of the needs of business and the wider society. At this level students will gain the ability to make informed decisions and achieve goals, through the effective use of digital tools and media, which will include use of CASE tools, e-portfolios, professional online communication & collaboration tools and networking facilities from the various modules studied. At level 5 students will further be introduced to digital organisations and its concepts whilst enhancing skills in database, web design, and analytical skills. They will gain a good understanding of the use of the ability to make informed decisions and achieve goals, through the effective use of digital tools and media, which may include e-portfolios, professional online communication & collaboration tools and networking facilities, demonstrating an awareness of identity and reputation management. At level 5 the Team Project will allow students to work in small teams on an industry related project which prepares them for dealing with the reality of the future workplace. The graduate attributes developed will include Enterprise the students need to own their role on the project and be creative in their team communication methods, organisation and problem solving. Global outlook students will be required to reflect and evaluate the project, with respect to the positioning of the project within the market. For Digital awareness students will be required to evaluate and justify the technological decisions for the project. Before completing level 5, all students are given work placement support in preparing for and finding industry related placement to be taken on completion of this study level. At Level 6 Individual Project: Students at this level will be challenged in the ability to participate in academic and professional practices that depend on digital systems, including the use of virtual learning environments, open access repositories, resource discovery tools and emergent technologies whilst demonstrating an awareness of the issues around content discovery, authority, reliability, provenance, licence restrictions, adaption and re purposing of digital computational bespoke, emergent technologies off the shelf packages or open 36

37 sources. This challenge will increase their critical strategic thinking in use of technologies that enhance organisational competitive advantage and communication. Students will be encouraged to choose a project fitting their communities or organisations they have worked for or select one from a list of projects from academic provision which usually tend to be industrial-based. They are expected to select appropriate methodologies and technologies with respect to the project and client whilst applying project management. All students are encouraged to showcase their products from level 6 project at the schools own BCS event. These can be individual or group projects across the school. Other graduate attributes will be gained from specific modules that embed problem solving based learning in the MAT documentation provided. 37

38 Course Learning Outcomes Mapping Title and Level Core (Y) CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 Web Development Level 4 Y Systems Development Level 4 Computing Systems Level 4 Databases Level 4 Programming Level 4 Business Concepts Level4 Internet Systems Development Level 5 Digital Organisations Level 5 Database Application Development Level 5 Business Analysis Level 5 Team Project Level 5 Information Systems Level 5 Emerging Technologies Level 6 Y Y Y Y Y Y Y Y Y Y Y IT Systems Strategy Level 6 Y Production Project Core Level 6 Y Advanced Databases A Level 6 Advanced Databases B Level 6 Advanced Internet Development A Level 6 Advanced Internet Development B Level 6 Business Intelligence Y Level 6 Human Computer Interaction Level 6 38

39 Course Structure Level 4 This level introduces students to the fundamentals of the core areas of computing whilst developing the student s study skills. These core computing areas develop the basic underpinning of IT application in organisations and enable these students to experience the developmental process. There is an emphasis on understanding business concepts such as PESTEL, communication, sustainability, customer care in organisations. Additionally students will acquire knowledge of underpinning computing technologies and develop essential skills in the use of computer systems along with the associated security issues. Each student s overall progress is monitored within the module and supported by regular contact with their personal tutor. Semester 1 Core (Y) Semester 2 Core (Y) Web Development Y Databases Y Systems Development Y Programming Y Computing Systems Y Business Concepts Y Level 5 At level 5 students will build a stronger understanding of the core areas of business process and IT technology redesign and in the use of computing facilities. They will apply and demonstrate application of these in a team project which will be contextualised around one of the core areas:- problem solving, systems analysis, databases, web development or methodology application. The team project also provides an opportunity for students to learn and apply project management techniques and to experience a development role within a realistic team environment. Employability skills such as team working, communication and presentation skills are also developed in this project. Students will be offered option and placement talks where the placement team features the placement 39

40 forms available. Personal Tutors also play a key role in encouraging and supporting students to prepare for work placement by assisting with career planning including CV writing. Semester 1 Core (Y) Semester 2 Core (Y) Internet Systems Development Y Business Analysis Y Digital Organisations Y Information Systems Y Database Application Development Y Team Project Y Level 6 At Level 6 students will be developing underpinning knowledge in IT strategy management and business intelligence. Students will appreciate the concepts, application and impact on individuals, communities and society. Aspects such as security and ethical issues will be investigated. They should be able to apply an evaluation process and recommend solutions that are backed up with supporting research. At this level students will also undertake a major project which encompasses research, planning and the production of a product followed by a critical evaluation. Projects offer students an opportunity to reach their potential on their chosen area. A series of lectures will be used to deliver general project guidance. Students will be assigned two project supervisors who will offer supervision and mark the project. The supervisors will be available to see the student on a weekly basis. A range of employment related activities will be scheduled and promoted to enable students to maximise their potential for gaining employment on completion of the course. The students on this course will be able to join other courses in the school in a showcase event in collaboration with the British Computer Society at the end of the year. This provides another good employment opportunity from prospective employers in the audience. 40

41 Semester 1 Core (Y) Semester 2 Core (Y) IT Systems Strategy Y Business Intelligence Y Production Project Y Production Project Y Human Computer Interaction (Elective) Advanced Internet Development A Advanced (Elective) Databases A (Elective) Emerging Technologies (Elective) Advanced Internet Development B (Elective) Advanced Databases B (Elective) Work Related Activities Part of the underpinning philosophy of the course is to provide students with an opportunity to develop industry standard skills alongside the development of cognitive and analytical capabilities. As such a significant number of assessment tasks are based on authentic case studies drawn from the industry experience and contact of staff members. Whilst all modules aim to challenge students, the project modules at both level 5 and level 6 give students the flexibility to examine a problem from different perspectives. At level 5 students can chose from a selection of real world case studies to explore and follow industry standard practice in managing all aspects of a project life cycle. This project is undertaken as a team which allows for the scenario being addressed to be explored in depth and the results to be evaluated and reflected upon thoroughly, in some cases the project team will interact with employers. The 14 week level 5 team project acts as a failsafe for those students who do not undertake a work placement. At level 6 the project activity stretches across the year and students are encouraged to work with clients on a real life problem or product. These clients are identified through contacts with staff and students. Those students that undertake a placement in the preceding year are often able to extend their links with work, by taking on a project derived from their placement year. 41

42 All students are strongly encouraged and supported to consider undertaking the optional work placement following level 5. The university has a placement system to advertise and monitor work experiences. You will be given more information on this via your course tutors. The University also runs a job shop which provides part time, temporary and graduate roles. All students are encouraged to sign up via MyHub with the job shop. Students are encouraged throughout the course to take up work related opportunities where possible e.g. business projects/charity/volunteering work. Opportunities are made available by means of the faculty placements database, which holds industry, charity and volunteering opportunities. In addition the university has a volunteering programme of activities. The course team actively encourage students to take up such opportunities throughout the course. Placement or Work Related Activity Level: Work related activity is embedded through the use of industry related case studies at all levels. The formal work placement that leads to a sandwich award is between level 5 and level 6. Placement or Work Related Activity Length in Weeks: L5 Project 12 weeks, Placement Year 48 weeks, L6 Project 24 weeks. Type of Placement or work related activity: The level 5 Team Project module is a simulation of a challenging and authentic development project. This is supervised by a skill area specialist and a member of staff acting as senior project manager or client. There are two main summative assessments and in addition there are formative project reviews. The optional 48 week work placement taken following Level 5 is within an organisation offering a suitable computing related role. It is assessed on a pass/fail basis. 42

43 Learning & Teaching Approaches The BSc Business Information Technology course has been developed using the ALT strategy benchmark statements. The full document of these is available from: and stipulates that Our Learning and Teaching Strategy is based on the Vision, Values and Strategic themes set out in the Strategic Plan Our vision is: to be acknowledged for our commitment to student success, our innovation and enterprise, our global reach and strong local impact. Our Learning and Teaching Strategy is interrelated with our Widening Participation, Research and Enterprise, Schools Partnership, Employability and Human Resource. The course in its development stage has encompassed these themes, and aims to be inspiring, creative, enterprising, purposeful, respectful and professional in its learning and teaching strategies. In addition the course will employ a wide range of learning opportunities and teaching methods, informed by curriculum reviews, pedagogic research and continuous staff development. Particular methods for each module or cohort are identified prior to delivery through the annual planning process. Innovative approaches to teaching, learning and assessment are encouraged, e.g. use of interactive technologies such as Elluminate and VLEs, use of open source technologies. The course seeks to expand the application of technology in the delivery of teaching and learning support wherever appropriate. Scheduled sessions will include the use of lectures, seminars, tutorials and practical laboratory sessions. Advantage will be taken of both technology and supportive activities to ensure that effective learning takes place. These activities will include the use of case studies, projects, practical work, work based learning, role play, workshops, peer group interaction, self-managed teams and learner managed learning. Students on this course will also be encouraged to be independent learners at each level using the resources available in the library, skills for learning website and any that are identified by the teaching team. The University s Virtual Learning Environment (X-Stream) is at the heart of almost all modules. The faculty has moved beyond the use of the VLE as a repository and now the breadth of X-Stream s provision is used in collaborative work, 24/7 access, up to the minute communications and innovative learning and assessment activities. 43

44 A feedback week will be included in each semester to allow students time to consolidate prior learning and to work on assessments; it will also provide staff with the opportunity to review student progress. Learning and Teaching Activities For each module students will normally receive a weekly lecture followed by a tutorial or practical lab based session(s). In addition some modules will be supplemented with optional drop-in workshop sessions. These are supplemented with a programme of guest speakers and industry led seminars. Use of VLE Use of Blended Learning All modules make use of the university VLE, which extensively support students to upload their assignments electronically, downloading copies of module guides, work books, lecture notes and online assessments. In some modules videos of lectures are included along with videos showing how to utilise specific software tools. VLE further facilitates speedy feedback to student and plagiarism detection in assessments. Elluminate web conferencing software is used to offer additional support in some modules. Use of VLE is a requirement on every module in this course. E-portfolio, face book, discussion groups, website uploads are additional facilities that not all modules deploy; typically these will be used in BC; DG; WD & ET modules for example. The course will adopt appropriate blended learning which aligns online facilities named in section 46 with learning undertaken in face-to-face environments such as tutorials, lectures and lab sessions. In addition the course will make full use of the Web 2.0 tools such as blogs/eportfolios/asynchronous discussions to support individual or team work in modules. 44

45 Assessment Strategy Assessments are planned on an annual basis to mitigate against bunching and to ensure a mix of assessment types. The course is designed with strong themes that run through the levels; assessment on modules within these themes builds on and reinforces previous study. For instance the level 5 module ISD builds on the concepts from WD & programming L4 and these two also supports ET at level 5. Similarly L6 projects build on skills achieved in level 4 and team projects at L5 which supports group work to build an artefact that presents a solution to the problem. At level 6 in project module students can work as a team to a maximum of 4 on a project of their choice or individually. We expect to showcase some of the excellent examples of these projects at our BCS event, where IT professionals from industry are present to view and comment on. The projects chosen for the showcase will include the following characteristics, criticality, depth & breadth in its coverage, innovation, creativity and posed a challenge in developmental life cycle stages. Students receive formative feedback on these. This forms part of the formative feedback that is given to students during the developmental stages by their supervisors and the summative marked feedback. Assessments at Level 4 concentrate on ensuring students have acquired key concepts techniques. At level 5 students are expected to engage with the learning acquired and undertake more challenging assessments which usually involve applying the concepts learnt at Level 4. At level 6 assessments are designed to draw on knowledge and skills acquired both vertically and horizontally in particular in the Production Project. The need for students to develop broader skills as demanded by employers, such as team working and formal report writing etc. is recognised as part of the annual planning; hence each level is considered as part of the annual review of assessment to ensure that there is progress made by students through the levels. A feedback week will be included in each semester to allow students time to consolidate prior learning and to work unhindered on assessments; it will also provide staff with the opportunity to meet with the students to review progress. 45

46 The need for students to develop broader skills as demanded by employers, such as team working, communication and formal report writing is recognised as part of the annual planning; hence each level is considered as part of the annual review of assessment to ensure that there is progress made by students through the levels. Feedback on Assessment Feedback plays a vital role in learning and hence in developing the MATS for this course; this has been taken into account in setting formative and summative assessments. In the practical IT modules that often allow demonstration of work to be incorporated into the assessment, feedback is instant. This promotes student presentation and communication skills, while providing an opportunity for immediate feedback and discussion with tutors. This presentation of work is particularly useful as a mechanism for providing formative feedback but also plays as important role in summative assessment. Audio and written feedback will be given against assessment criteria and in many cases this is provided via the VLE or in face to face sessions. Interim summative assessment is often used within individual modules to encourage engagement and build student confidence. Course feedback will be factored into each semester where students have a surgery session at each level with course leader and personal tutors. 46

47 Assessment Method Mapping Module Titles Web Development Level 4 Systems Development Level 4 Computing Systems Level 4 Databases Level 4 Programming Level 4 Business Concepts Level 4 Internet Systems Development Level 5 Digital Organisation Level 5 Database Application Development Level 5 Business analysis Level 5 Information Systems Level 5 Team Project Level 5 Core (Y) (A) End Examination (B) Phase Examination (C) Course assessment (D) Project (F) Final Project Y Y Y 56/44 Y 100 Y 50/50 Y 100 Y Y Y Y 50/ Y

48 Production Project Y 100 Level 6 IT Systems Strategy Y 40/60 Level 6 Business Intelligence Level 6 Y 70/30 Advanced Databases A Option Level 6 Advanced Databases B Option Level 6 Internet Development A Option Level 6 Internet Development B Option Level 6 Emerging Technology Level 6 Human Computer Interaction Option Level How is feedback from students gathered and used in course design/ enhancement? There is a wide range of opportunities for the course teams and faculty to gain feedback from students: Module Evaluation Student Focus Groups Annual Course Enhancement Meet the Dean Student Representatives National Student Survey Annual Student Survey Personal Tutor Meetings Where possible the input from students will be dealt with 48

49 at regular operational meetings held within the school. Feedback from all sources is reviewed and actions arising tracked through the annual review process. The course will discuss the feedback with students anonymously to protect those who have voiced out concerns. We take the collective view and look into solutions. Once the solutions are ready to be delivered, students are collectively informed. We highlight these in a poster, you said and we did. How is feedback about the course given to students? Student Academic Representatives (STARS) represent student involvement with the Annual and Monitoring and Review process and provide a formal route for keeping the student body informed of issues regarding their course. Student forums and meetings with the Dean also provide a platform for the sharing of information. In addition posters, using the heading You Said, We Did are used to flag up changes that have been made as a result of student feedback on their experience. The course leader and personal tutors will always deal with feedback issues from students ranging from individuals to group concerns and congratulatory comments. In this forum we will also show students, NSS results from previous years and discuss them. Students will be encouraged to come to surgery sessions to follow-up with any comments or discussions they may have. Rationale for Change This course is being introduced in our review of all our Undergraduate courses, drawing on past and current successes, to ensure that all courses are: Focused on student and employer needs and 49

50 demands Supported by consistently good teaching Designed to offer all students work related learning and participation in volunteering and/or International exchange. Integrated with technology Underpinned by effective resources, both physical and virtual We are listening to students, employers and professional bodies. We are simplifying the course structures, clarifying course content, ensuring summative assessment is balanced and timely and reviewing all course titles. Refocusing of the Undergraduate curriculum will ensure that our graduates are distinguished by three overarching features: Enterprising Digitally Literate Global Outlooks Improve student progression, achievement and employability Enhance the market attractiveness of our Undergraduate portfolio based on student and employer feedback. Relating specifically to the BIT course, there is growing evidence of skills in this area being required in the Yorkshire region and none of the universities in Yorkshire are delivering a BIT course with this new enriched curriculum. This course will offer its graduates the opportunity 50

51 to seek placement and employment in these industries. The CDT team is further confident that the course will achieve this on grounds that (1) the course already meets the 3 years institutional delivery; and (2) the course shares most of its modules with already BCS accredited courses. Teaching Quality Information Module Evaluation The number of applications for the 2012 from prospective student is currently at 109 applications. As this is a new course, summary of annual monitoring relating to application; Progression; award and employment stats are not available at this point. The course will use module evaluations for gauging student satisfaction and improving areas that score under the university recommended 80% achievement. Module teams will benefit from this valuable data for information on their module. Reviews will be carried out at the end of the each semester to review students performance. This is discussed in detail with individual students at each level with their personal tutors and advice is given accordingly. Students highlighted as being in the danger zone are further supported with pastoral support from student liaison officers, librarians, finance, accommodation etc. if the issues relate to none academic and falls in these categories. Personal tutors will conduct mid reviews for modules. What methods are used to The course will comply with the university requirement to 51

52 monitor and assess quality? undertake an annual review and QAA benchmark. Student focus groups meet twice a year at which student academic representatives are present along with any other interested students and this feeds into the monitoring process. External Examiner Reports Not applicable at this stage for the new course. Research and Scholarly Activity The course aims to benefit from the current research active subject areas that feed into this course such as information systems, business subject area, databases, systems analysis, IT strategies and computing. Examples on these include:- Business Process Modelling and Integration Information Systems Development Informatics & Information Management Knowledge Management Methods Integration Object Orientation Process Improvement & Capability Maturity Software Engineering human-computer interaction technology computer vision, Augmented Reality Green IT Networks History of technology, BIT. Computer security Staff Development All academic staff engaged in research and scholarly activity, for example preparing journal papers, visiting conferences, undertaking consultancy work and meeting 52

53 with employers and professional bodies. Much of this work will feed directly into course delivery. Work carried out with publishers in reviewing new books on IT strategic management and project management is another example of a source of research input into the course. Another example is the book publications in areas of e-government in the school. The school engages in peer observation; short courses training through Oracle and NTi; most course team members have a PGCHE qualification to enhance good practice. The school engages in peer observation; short courses training through Oracle and NTi; most course team members have a PGCHE qualification to enhance good practice. 53