Programme Specification May 2012

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1 Faculty of Business Computing and Law Programme Specification May 2012 Master of Business Administration Master of Business Administration (Education Leadership) Master of Business Administration (Health Leadership) Valid from September 2012 JACS code N200 Programme code MBA MN2CD (FT) MN2CE (PT) Valid for delivery at University of Derby (Kedleston Road) Mediterranean College, Athens and Thessaloniki Botswana Accountancy College, Botswana, Africa Malawi Institute of Management, Malawi, Africa

2 1 GENERAL INFORMATION PROGRAMME TITLES AWARD TITLE AND INTERIM AWARDS MODE OF STUDY PROGRAMME START DATE/REVIEW DATE AWARDING INSTITUTION FACULTY MANAGING THE PROGRAMME INSTITUTION(S) DELIVERING THE PROGRAMME RELEVANT EXTERNAL SUBJECT BENCHMARK STATEMENT(S) EXTERNAL ACCREDITATION/RECOGNITION JACS CODE(S) PROGRAMME SPECIFICATION LAST UPDATED OVERVIEW AND PROGRAMME AIMS OVERVIEW PROGRAMME AIMS MBA (Education Leadership) MBA (Health Leadership) PROGRAMME LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING INTELLECTUAL SKILLS SUBJECT SPECIFIC SKILLS TRANSFERABLE SKILLS PERSONAL DEVELOPMENT PLANNING (PDP) PROGRAMME STRUCTURE STRUCTURE AND CURRICULUM PROGRAMME DELIVERY LEARNING AND TEACHING METHODS ASSESSMENT ADMISSIONS PROCESS ENTRY CRITERIA & REQUIREMENTS STUDENT SUPPORT AND GUIDANCE STUDENT SUPPORT AND GUIDANCE POST PROGRAMME OPPORTUNITIES FOR EMPLOYMENT EMPLOYER LINKS APPENDIX 1: LEARNING OUTCOMES CURRICULUM MATRIX... 20

3 1 GENERAL INFORMATION 1.1 Programme Titles Master of Business Administration Master of Business Administration (Education Leadership) Master of Business Administration (Health Leadership) 1.2 Award title and interim awards Final Awards Master of Business Administration Master of Business Administration (Education Leadership) Master of Business Administration (Health Leadership) Interim Awards Postgraduate Certificate in Management Post Graduate Certificate in Management (Education Leadership) Post Graduate Certificate in Management (Health Leadership) Postgraduate Diploma in Management Post Graduate Diploma in Management (Education Leadership) Post Graduate Diploma in Management (Health Leadership) 1.3 Mode of Study Full-time, Part-time, Blended Learning, 1.4 Programme Start Date/Review Date Start Date: September 2012 Period of Validation: Master of Business Administration - Indefinite Master of Business Administration (Education Leadership) Indefinite Master of Business Administration (Health Leadership) 2 years (to 2014) 1.5 Awarding Institution The Award is made by the University of Derby 1.6 Faculty Managing the Programme Faculty of Business, Computing and Law 1.7 Institution(s) Delivering the Programme University of Derby Mediterranean College, Athens and Thessaloniki Botswana Accountancy College, Botswana, Africa Malawi Institute of Management, Malawi, Africa 1

4 1.8 Relevant external Subject Benchmark Statement(s) QAA Subject Benchmark Statement for specialist Masters Degrees in Business and Management (2007) CMI Level 7 Qualification Standards Strategic Leadership and Management 1.9 External Accreditation/Recognition Chartered Management Institute Recognition will be sought for those students taking the Business Impact Study in the final phase from The Chartered Management Institute (CMI) to commence in line with the revalidated programme in Academic year JACS Code(s) N Programme Specification Last Updated Last Updated: 25 th February

5 2 OVERVIEW AND PROGRAMME AIMS 2.1 Overview A Master in Business Administration has been offered as a generalist program within the University Regulatory Framework for taught postgraduate Programmes since the early 1990s. Following a survey of existing and past students and employer groups, the programme is being continued with some alterations to better reflect practitioner development of specific skills and knowledge required by managers in a wide range of organisations. The MBA programme attracts a consistent number of part-time and full-time students each year, and in particular those that have a strong skill set in management. The programme aims to add value by developing in individuals an integrated and critically aware understanding of management and organisations, and assist them to take effective roles within them (QAA Benchmark Statement). Following consultation with Education and Health organisations, specialist pathways for these sectors have been developed. QAA Subject benchmarks indicate that the overall objective of Master's level business and management degrees is to educate individuals as management and business specialists, and thus to improve the quality of management as a profession. The purpose of these degrees is fourfold: the advanced study of organisations, their management and the changing external context in which they operate preparation for and / or development of a career in business and management by developing skills at a professional or equivalent level, or as preparation for research or further study in the area development of the ability to apply knowledge and understanding of business and management to complex issues, both systematically and creatively, to improve business and management practice enhancement of lifelong learning skills and personal development so as to be able to work with self-direction and originality and to contribute to business and society at large. The MBA is defined as a career development generalist programme for those who have significant post-graduation and relevant work experience on which the learning process should build. Normally the experience required will be at least two years with the typical entrant having substantially more than this. The main emphasis of these programmes is on leadership through strategic management. While the academic level is positioned no differently from that of Type 2 programmes, there is a strong practical and professional orientation to the curriculum and they may be linked to professional institute qualifications. Due to the maturity and work experience of the students, MBA programmes are expected to be different in their objectives, recruitment and pedagogical processes to other master's degrees in business and management. Education and Health pathways will facilitate contextualisation of generic business and management knowledge and skills, together with opportunities to focus on some contemporary priorities relevant to those sectors. Graduates will have been able to ground their new knowledge within the base of their professional experience. They will be able to reflect on and learn from that prior experience and thus be able to integrate new knowledge with past experience and apply it to new 3

6 situations. They will be able to challenge preconceptions and to remove subject and functional boundaries so as to handle complex situations holistically. They should also have particular strengths in analysing, synthesising and solving complex unstructured business problems. In addition to being able to communicate their analysis and research findings, students should have developed the skills to implement agreed solutions effectively and efficiently. They should therefore have strongly developed interpersonal skills and to be able to interact effectively with a range of specialists. 2.2 Programme Aims The core programme aims to set the MBA within the context of the broader field of business and management, enabling learners to demonstrate relevant knowledge and understanding of organisations, the external context in which they operate and how they are led. Specific programme aims are to: Provide a programme within the Postgraduate Regulatory framework with sufficient elements to meet the requirements of the Chartered Management Institute Qualification Standards; Provide programme content and a Learning, Teaching and Assessment strategy with sufficient flexibility to meet the diverse market demands of local, national and international student preferences; Enable students to identify problems, complex issues and opportunities, make sound judgements in the absence of complete data to achieve business benefit and competitive advantage to ensure those decisions add strategic value to an organisation; Evaluate the need for change, and the skills required to manage and lead change; To develop professional behaviours and technical elements of professional competencies through a range of leadership, managerial and strategic related skills necessary to operate in, understand and lead a business function within complex and unpredictable employment contexts; Support participants in the process of self-reflection and development in order to enhance employability, career development and lifelong learning; To provide an academically rigorous and challenging programme of study aligned with the QAA Qualification Framework and CMI Strategic Leadership and Management standards enhancing critical and reflective practice; To prepare individuals to be operationally effective in their chosen business industry / sector by providing them with the tools to achieve this; a strong theoretical base and a range of skills relevant to today s business practice MBA (Education Leadership) The role of senior managers in Education settings has changed significantly in recent years, since local management of schools, and now the move to Academies, Trusts, Co-operatives and Free Schools. Senior Managers are no longer answerable to a supporting Local Authority but are responsible for their own leadership and management in parallel with other SMEs. Increasingly schools are employing School Business Managers, for small Primaries. This may mean sharing for economies of scale, but Senior Teachers need to have the language for effective dialogue with their business staff, and for many Head teachers this 4

7 remains a role that they are still personally responsible for. The National College for School Leadership (NCSL) is redesigning their National Professional Qualification for Head teachers (NPQH) to map into an MBA programme design, recognising that this award now must provide this skill set for all Senior Teachers in Schools, and is an expectation for all staff aspiring for Headship. Education Leaders in Schools, Nurseries, Colleges and Universities all have very similar roles, with a need to understand Financial Management, Human Resources, Strategic and Change Management, Marketing, Curriculum Development, and Sustainability. For all of these roles there is a move fully or in part away from the classroom and into a leadership and management arena, managing both physical and human resources, and designing the future for their organisation. There is a national shortage of Head teachers for schools which the NCSL has been addressing for ten years, yet remains a significant difficulty in terms of recruitment nationally. This may well be caused by traditional patterns of staff development and the need for talent management to keep pace with the changing role of education leaders. Leadership is both individual and often in terms of demands, unexpected and unpredictable. The MBA programme provides the essential tools for effective leadership, which are transferable across all sectors. Education has specific challenges due to the rate of change, and the nature of the business where the product is learning. To ensure that management and leadership needs are addressed appropriately for the sector, Education students will be taught with other MBA students for the majority of modules. In addition the specifically education focused module will address the areas that are current concerns for education providers: Sustainable Curriculum Development. In addition, a Pathway Leader will ensure group activities and shared working to address current issues in education leadership practice, and policy changes are embedded into the programme and assignment work MBA (Health Leadership) The Health and Social Care Act 2012 requires new clinical leadership and management skills to modernise health and social care provision, particularly as services transform and re-structure to meet future health and social care requirements. Improvements in quality and productivity to cope with the demographic changes in health and social care need new clinical management and leadership approaches within organisations to reflect these changes. The change in the health care and social care culture and emphasis on choice and the empowerment of the customer requires clinical leadership and management skills to match the changes of a new culture of commissioning, monitoring and evaluating service provision. The new legislation means senior clinical managers of the future will be more autonomous and be required to deliver services that reflect local community need. This change in the management of health and social care provision requires less bureaucratic approaches to clinical leadership. Organisations will need to be more responsive, efficient and responsible with regard to patient need, and management of resources, requiring innovative clinical leadership approaches that are more empowering. Clinical managers and leaders need new skills and approaches in order to be entrepreneurial in their approach and to be aware of the challenges and opportunities of the commissioning process. Senior clinical managers need to be able to respond to and evaluate both internal and external changes in the environment to ensure a sustainable future for health and take an entrepreneurial approach to social care provision. Moreover 5

8 there is a real demand for innovative clinical leadership within organisations so that practitioners are empowered to develop their own leadership skills and focus on the promotion of health and social care needs. A higher degree of active practitioner responsibility in the commissioning of services requires a management approach to reflect this shift of responsibility. A more critically reflective leadership style that is able to challenge existing practices is required in order to facilitate a bold and responsive approach to service provision. Team working skills and problem solving skills are required to cope with the transformation in knowledge, skills and attitudes required to deal with the growing health and social care needs of the population. Furthermore learning to manage increasingly diverse and multi-disciplinary teams in new health care and community settings requires the ability to lead, coach and manage clinical teams through the challenges of daily practice. The MBA programme accelerates the leadership development of emergent and established leaders within the Health sector. The programme develops the skills, behaviours and tools required for the effective leadership of organisations and people, drawing on best practice and learning from different types of organisations and sectors. To address the need for specialist input and application, and contextualisation, there is a specifically Health focused module: Developing Healthcare Commissioning. There is also an opportunity for students to identify an alternative module for the Sustainable Business Operations as long as Programme Outcomes are met. As with our MBA provision for the Education sector, a Pathway Leader will organise group activities and shared working in order to address current issues in Health leadership, and policy changes are embedded into the programme and assignment work. The final, substantial piece of independent work contained in the Business Impact Study will be specifically focused on leadership within the Health sector. 6

9 3 PROGRAMME LEARNING OUTCOMES By the end of the programme students will have achieved a range of learning outcomes at the level 7 standard of the Framework for Higher Education Qualification (FHEQ). These are aligned with the QAA Subject Benchmark Statement for specialist Masters Degrees in Business and Management (2007) and the CMI Level 7 Qualification Standards for Strategic Leadership and Management. Appendix 1 demonstrates how these learning outcomes, detailed below, will be achieved across the range of modules offered on the programme. 3.1 Knowledge and Understanding All students will be able to: Identify and understand the organisational dynamics contributing to effective leadership; Demonstrate an understanding of the impact of the external context upon education, health or other organisations, including economics, markets and the development of management practices and innovations at local, national and international level in the development of their strategies and management; Demonstrate a broad understanding of organisational functions and their contribution to organisational capability and effectiveness relevant to the sector eg health, education or other; be aware of global variations in the internal characteristics of organisations, in particular stakeholder diversity and differences in culture, structure and governance; Demonstrate current knowledge and understanding of the major functional areas of business. Demonstrate specialist functional and professional knowledge in relation to their programme of study aligned to the strategic insights and solutions; leading and managing the function; organisation design and development; operations and systems planning; financial and business performance; information and knowledge utilisation; assessing and delivering business impact. Demonstrate an understanding of the nature of change and how to implement, manage and lead change processes within an organisation. MBA (Education Leadership) Demonstrate understanding of the wider political influences on educational settings, including the different perspectives of student, teachers, parents, policy makers as to the purpose and impact of educational policy MBA (Health Leadership) Demonstrate the ability to collaborate with interested stake holders in the critiquing, planning, delivery and evaluation of service provision in a sustainable way Research, analyse and evaluate available service improvement knowledge and skills appropriate for their workplace 3.2 Intellectual Skills All students will be able to: 7

10 Research and analyse external factors and trends; Demonstrate skills of analysis and synthesis through the application of knowledge to complex business contexts and scenarios; Plan and undertake a business impact project demonstrating the measurable and achievable business performance outcomes; Demonstrate strategic awareness and thinking capability; Critically evaluate a range of academic literature and competing theoretical paradigms and apply relevant academic concepts demonstrating intellectual rigour; Present logical and relevant arguments. MBA (Education Leadership) Demonstrate the ability to translate policy requirements into achievable outcomes within their own settings and act as agents of change. MBA (Health Leadership) Critique, develop and contextualise leadership and management principles within a range of different health and social care settings 3.3 Subject Specific Skills All students will be able to: Demonstrate knowledge and skills relating to successful leadership and management within a diverse cultural context; Contribute towards the development of appropriate business strategies, policies, procedures and change programmes within a dynamic business context; Demonstrate a range of professional behaviours in line with the CMI Level 7 qualification standards (e.g. curious; decisive thinker; skilled influencer; driven to deliver; collaborative; personally credible; courage to challenge; role model); Manage tasks, projects and resources Demonstrate numerical and quantitative skills; Demonstrate an understanding of the impact of professional and ethical standards and principles on business practice and the organisation. MBA (Education Leadership) Demonstrate curriculum review, planning and appropriate implementation MBA (Health Leadership) Demonstrate critical analysis of healthcare commissioning. 3.4 Transferable Skills All students will be able to: 8

11 Understand and challenge personal ways of thinking and behaving, demonstrating a reflective and self-critical approach; Demonstrate alternative ways of thinking and behaving in seeking solutions to complex business problems; Demonstrate skills and commitment to life-long learning and personal development; Present and justify intellectually rigorous arguments; Demonstrate a wide range of communication skills and adjust listening; negotiating; persuading; influencing; oral and written communication/presentation; team working; partnership skills. Research and apply relevant knowledge and skills to specific situations. MBA (Education Leadership) Develop a culture of staff development, talent management and succession planning. 3.5 Personal Development Planning (PDP) Students will be provided with the opportunity to develop their personal development planning skills, explicitly within the Contemporary Challenges in Leadership and Management and Leading, Managing and Developing People modules. These modules will assist students with the development of the critical self-analysis and reflective practice skills which underpin robust learning analysis and development planning to support life-long learning and personal growth / development. This will enable students to prepare to meet the continual professional development (CPD) requirements of the CMI (essential for those wishing to achieve Chartered Manager status). PDP skills will also be embedded throughout other modules on the programme as shown in the curriculum map (Appendix 1) and through the residential element of the programme. Furthermore each student will be assigned an academic member of staff who will act as a personal coach/mentor throughout their programme. Students will identify their strengths, development areas and career aspirations and, with the guidance of the staff member, develop a Personal Development Plan. The coach/mentor will also support the student to apply module content to their personal learning needs and context, and will work with the student to ensure that they get the best out of the programme and fulfil their academic potential. Furthermore the coach/mentor will play an important role in ensuring students from the education and health sectors are able to apply module content to the specific context and challenges of their sector. This support will come from a team of experienced education and health leaders. 9

12 4 PROGRAMME STRUCTURE 4.1 Structure and Curriculum This programme is studied on either a full time or part time basis. The certificate stage provides the student with a broad recognition of the environment and context within which a business operates. Stages 2 and 3 build on this foundation with a more in depth exploration of a range of tactical and strategic areas in line with the CMI Level 7 qualification standards. Modules are designed to provide the learner with a broad range of appreciation in key business areas. Part time students enrol on each stage separately and can therefore study for the MBA in stages. Students who do not complete the full Masters programme of study (180 credits) may be awarded a Post Graduate Certificate in Management / Post Graduate Certificate in Management (Education Leadership)/Post Graduate Certificate in Management (Health Leadership) or a Post Graduate Diploma in Management /Post Graduate Diploma in Management (Education Leadership) /Post Graduate Diploma in Management (Health Leadership). 4.2 Programme Postgraduate Certificate in Management Semester 1 Contemporary Challenges in Leadership & Management (20 Credits) Markets, Customers and Marketing (20 credits) Prescribed Sustainable Business Operations (20 Credits) Postgraduate Diploma in Management Semester 2 Financial Planning and Performance (20) Leading, Managing & Developing People (20 Credits) Strategic Management (20) Master of Business Administration Semester 3 Prescribed Business Impact Study or Independent Study (60 Credits) 10

13 4.3 MBA (Education) Postgraduate Certificate in Management (Education Leadership) Semester 1 Contemporary Challenges in Leadership & Management (20 Credits) Markets, Customers and Marketing (20 credits) Prescribed Sustainable Curriculum Development (20 Credits) (See Appendix 2) Postgraduate Diploma in Management (Education Leadership) Semester 2 Financial Planning and Performance (20) Leading, Managing & Developing People (20 Credits) Strategic Management (20) Master of Business Administration Semester 3 Prescribed Business Impact Study or Independent Study (60 Credits) 11

14 4.4 MBA (Health) Postgraduate Certificate in Management (Health Leadership) Semester 1 Contemporary Challenges in Leadership & Management (20 Credits) Prescribed Developing Healthcare Commissioning (20 credits) Option Sustainable Business Operations Or Principles of Service Improvement (20 Credits) Postgraduate Diploma in Management (Health Leadership) Semester 2 Financial Planning and Performance (20) Leading, Managing & Developing People (20 Credits) Strategic Management (20) Master of Business Administration Semester 3 Prescribed Business Impact Study or Independent Study (60 Credits) 12

15 5 PROGRAMME DELIVERY The Teaching, Learning and Assessment (TLA) Strategy of the programme is guided by the University s TLA strategy and it has been developed to be mindful of the diverse nature of the students, their backgrounds and their prior experiences of teaching and learning. The overall aim of the MBA TLA Strategy is to take the student through a relevant journey in terms of knowledge and the development of intellectual, transferable, analytical and critical awareness skills. A key component of the MBA TLA Strategy as distinct from other postgraduate management programmes, is the focus on using students real management experiences as an integral part of the learning process, both in terms of individuals reflecting on their experience and practice, and also groups of students sharing their experiences as a group. 5.1 Learning and Teaching Methods During the induction period and first stage of the programme, students will become familiar with a range of teaching and learning approaches and mutual expectations will be discussed and agreed. We recognise that full-time students, particularly international students, and part time students who are returning to learning after a break from formalised education, will have different learning needs and expectations. All modules in the PG Certificate stages carry a responsibility to develop general leadership skills and personal development/ planning/ employability skills. The development of the autonomous and independent learner is further enhanced by a range of technology enhanced learning tools and activities. Students will have access to a range of tools and activities, providing support for research activities, personal diagnostics, additional content, online discussion and self-directed study techniques. Whilst didactic approaches to teaching will be used where appropriate, eg. when progression of learning is predicated on specific knowledge, these will reduce through the stages of the programmes. Different methods will be used to take account of different learning preferences and include, for example, face to face or virtual lectures, case studies, role play, debates, student presentations, formative and summative enquiry based learning, and problem solving activities. The programme encourages students to apply learning to the work place and this is a central feature of the teaching and learning strategy. This will be achieved through a variety of means with the aim being to encourage and develop critical evaluation and the ability to synthesise and apply solutions to complex real life management problems. Teaching and learning approaches will be appropriately applied to each cohort in order that the same learning outcomes are achieved, but at times through different methods, whilst facilitating the development of effective peer support networks and learning sets. Where appropriate, co-teaching of different groups (eg Full time/part time/ MBA/ Education/ Health) will be used to enhance the learning experience of the different groups. The use of speakers (from businesses, the health and education sectors and professional bodies), and visits to organisations will also enhance breadth and depth of knowledge. This will provide a stimulating experience as well as assisting students in their ability to critically evaluate and apply knowledge and intellectual skills to differing situations. From the commencement of the programmes participative approaches to teaching will be used to facilitate the sharing of knowledge and experience. In the case of some students, this may be a gradual process, sometimes due to cultural adjustments that will be addressed through focused support, including the Coach/Mentor. Where any additional support needs have been identified, the Programme Leader will co-ordinate responses required by individual students` care plans. The teaching and learning strategy will be adapted to ensure that the student is provided with the same level of opportunity for teaching, learning and personal development. 13

16 All students are required to comply with research governance and ethics principles while undertaking their programmes of study. This is of particular importance when conducting research involving other people. Information can be found at 5.2 Assessment A range of assessments, commensurate with level 7 requirements has been devised and the programmes operate within the University s Regulatory Framework and conform to its regulations on assessment. A flexible approach has been taken in developing the assessment strategy, to allow for the diverse nature of the student cohorts as well as the different learning preferences of individual students. Additionally, requirements of the Chartered Management Institute has been taken into consideration so that students employability is enhanced and those who wish to gain relevant affiliation/recognition are assisted in doing so. Formative assessment will be provided across the breadth of modules to provide students with a structured learning approach, as well as feedback opportunities. The process may include self- assessment, peer review, tutor feedback, and come from exercises based on, for example, enquiry based learning and problem based learning activities. Summative assessment will aid students in developing Masters levels in knowledge, skills and personal development. Over the course of a programme students will experience different assessment methods which may include computer aided tests, research projects, work based reports, case study analysis, patchwork assessment, and reflective reports. In all cases, assessment is directly related to either a student s personal development or in applying solutions to their own organisations or case study organisations. In all programmes the final assessment at Master s level will normally be a major piece of independent research and application. This challenges students to demonstrate a wide range of knowledge and skills, including those as indicated in the QAA level 7 benchmarks and CMI requirements. 14

17 6 ADMISSIONS 6.1 Process The primary function of the admissions process is to ensure that there are grounds for believing that students are adequately prepared and will successfully complete the programme of study leading to the intended award. Non-standard entrants may be interviewed and coached before being offered a place to ensure that they have the necessary capacity for critical awareness and reflection. 6.2 Entry Criteria & Requirements The University's standard entry requirements can be found by following the link below, As well as meeting the University general entry requirements, MBA students are expected to have evidence of 2 year s management or supervisory experience. Full time students will normally hold a bachelors degree in any discipline at the 2:2 level or its international equivalent. Applicants with a lower degree classification in a business, education or health related discipline may still be considered for entry to the programme where they can demonstrate 2 years relevant work experience in a management or supervisory position and demonstrate effective communication and learning skills and the motivation to succeed in interview. Where required interviews will be conducted by the Programme Leader and may be undertaken by telephone where access to campus may be prohibitive. In addition, applicants who are applying to study on the programme and do not have English as their first language will need to hold at least one of the following qualifications: IELTS 6.5 with a minimum of 6.0 in each module TOEFL 550 paper based (213 computer based or 80 internet based) Cambridge Advanced Certificate pass London Tests of English level 5 International GCE O level English Language grade C International GCSE English or English as a second Language grade C ASE Proficiency pass Students who can demonstrate that they have already successfully studied in a country with English as the first language such as the UK, USA, Canada or Australia may not need a formal English language qualification. Where this is the case requirements will be assessed on an individual basis by interview with the Programme Leader. In addition to graduate status, part time students will be expected to have a level of work experience. The evidence will be assessed on an individual basis and should be supported by employer references. The Programme Leader may need to interview a prospective student in order to determine suitability. Applications from people of all ages are welcomed, as long as they can be considered adequately prepared to succeed on the programme. If students have few or no formal qualifications, they may be able to gain entry to the programme if they have the required management experience and the motivation to succeed. 15

18 Where appropriate qualifications have been obtained by the candidate at other learning situations, or where management experience shows significant indicators of expertise in a particular field and the ability to meet the learning outcomes of modules, the student may be offered APL (either certificated or experiential). This should be fully evidenced by the student and will be assessed on an individual basis by the Programme Leader. Holders of Professional Accounting Qualifications and level 7 Management qualifications will normally be granted advanced standing onto the Masters stage as follows: ACCA will be awarded 60 credits and must complete Contemporary Challenges in Leadership, Sustainable Business Operations, Markets, Customers and Marketing and the Business Impact/Independent Study. CIMA will be awarded 80 credits and must complete Contemporary Challenges in Leadership, Markets, Customers and Marketing and the Business Impact/Independent Study. EDEXCEL and CMI level 7 can be awarded up to 120 credits and may be asked to complete a short piece of work prior to admission when they must the Business Impact/Independent Study. 16

19 STUDENT SUPPORT AND GUIDANCE We hope students will have an enjoyable and rewarding time while studying at the University of Derby but it can be a challenging time and occasionally some problems may occur. The university has a wide network of support services to help and support students through any difficulties they may experience. The Programme Leader is an important first point of contact for help and guidance. Details of available support services can be found at the Student Support and Information Services (SSIS) section of the University website including links to the University Careers Development Centre, The site also includes links to the student well-being service, In addition, students may also access help from The Chaplaincy and Pastoral Services from the International Student Centre and from the Student Union independent advice service (The Source) In addition to the Programme Leader, students can approach one of the Student Liaison Officers for help and advice. The programme team comprises the Programme Leader, Pathway Leaders (Education and Health) and the module leaders who work together to offer students support and guidance at every appropriate opportunity. The Programme Leader is responsible for issues of an academic or personal nature that affect a student s well-being and/ or progress on the programme. These include: signing enrolment and curriculum plans advising on requests for extensions to deadlines (the EEC system), provided students have written evidence supporting the application for an extension issues regarding timetables issues regarding module delivery and assessment that have not been resolved after a discussion with the relevant module leader disciplinary matters relating to attendance and assessment All other issues or further guidance should be directed through the MBA Programme Leader.. The Pathway Leaders (one each for Education and Health) will provide support for students on the relevant pathways which are of a more specialist pathway nature. The Module Leader is responsible for all issues regarding the content and assessment of their module. The Elected Student Representatives plays an important part in the management of each programme. Their role is to present issues at the programme committee, and the individual may act as spokesperson for their programme. Other important points of contact at Derby: Derby Business School Reception 17

20 This information centre can often help students to locate a member of staff, documentation or forms to complete or other details relevant to the completion of the programme The postgraduate administration provide to help with registration, administration and related issues. The University Website / UNIVERSITY OF DERBY ONLINE (UDO) This electronic information centre contains administrative, academic and other information. Information about Rights, Responsibilities and University Regulations (3Rs) is available electronically and students are strongly advised to consult this website for information. The University home page also provides links to electronic resources in the University of Derby Electronic Library. Student Union Upon enrolment students will automatically become a member of the Student Union. The offices are currently situated near Blends coffee bar. The Student Union offers a wide range of services, events and advice. They are also able to provide independent personal support and guidance. Other Services Provided by the University The University has a number of specialist departments. These include: Student Services, which include medical services and personal counselling. English Language Support deliver courses to improve English language skills. It also offers advice on techniques that may be unfamiliar, such as referencing, report and essay writing. Chaplaincy and Pastoral Services ~ Students from a range of religious backgrounds attend the University and we aim to be sensitive to your religious needs. The chaplaincy has information on faith-based groups and association in and around the University and may assist students in the conduct of their faith. See 18

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