Recommendation to University Quality Enhancement Committee

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1 AAR template version 4 UNIVERSITY QUALITY ENHANCEMENT COMMITTEE UNIVERSIITY OF WOLVERHAMPTON BUSINESS SCHOOL QUALITY VALIDATION PANEL 2007/08 ACADEMIC APPROVAL RECORD REFERENCE 1409 Recommendation to University Quality Enhancement Committee UBWS School Quality Enhancement Committee was asked to Validate MBA (Generic Descriptor), MBA (Law) and MBA (Information Systems and Networking) and is pleased to recommend to the University Quality Enhancement Committee approval of the following proposals: VALIDATION CONFIRMED *Pathway Code Pathway Title Final Award Intermediate Awards PS/BUSAD Business Administration MBA PgC Management PgD Management PS/BUSAD Business Administration MBA PgC Management PgD Management *Route Code Pathway Title Final Award Intermediate Awards P/BUSAD/1 Business Administration (Law) MBA PgC Management PgD Management P/BUSAD/2 Business Administration MBA PgC (Information Systems and Management Networking) PgD Management Specialist/ Joint Specialist Specialist Specialist/ Joint Specialist Specialist Modes of Delivery FT and Block PTDE Modes of Delivery FT FT and Block *NB Pathway code for all Masters in Business Administration awards. Route codes allocated for each named bracketed title. MODULES FOR MBA (GENERIC DESCRIPTOR) STANDARD ENTRY (FULL-TIME, PART-TIME AND BLOCK DELIVERY) Sem New Module ( ) Module code 1/2 MG4009 Research in Module Title Credits Core / Core option or elective Delivered by 15 Core UWBS Organisation Studies 1/2 MG4044 Strategy for Managers 15 Core UWBS 1/2 MG4045 Organisation Change 15 Core UWBS and Transformation 1/2 MG4046 Organisations, Markets 15 Core UWBS and Finance 1/2 MG4047 Systems for Operations Management 15 Core UWBS Page 1 of 26

2 AAR template version 4 1/2 MG4049 Marketing Management 15 Core UWBS 1/2 MG4123 Managing and 15 Core UWBS Developing People 1/2 MG4130 Masters Learning 15 Core UWBS 1/2 Descriptor Subject 15 Core Option UWBS/Partner Module 1/2 Descriptor Subject 15 Core Option UWBS/Partner Module Year MG4118 Research Project (or 30 Core Option UWBS/Partner Descriptor Subject Dissertation) Year MG4122 Organisational 30 Core Option UWBS/Partner Consultancy Project 1/2 Descriptor Subject 15 Elective UWBS/Partner Module 1/2 Descriptor Subject Module 15 Elective UWBS/Partner MODULES FOR MBA (LAW) STANDARD ENTRY (FULL-TIME DELIVERY) Sem New Module ( ) Module code 1/2 MG4009 Research in Module Title Credits Core / Core option or elective Delivered by 15 Core UWBS Organisation Studies 1/2 MG4044 Strategy for Managers 15 Core UWBS 1/2 MG4045 Organisation Change 15 Core UWBS and Transformation 1/2 MG4046 Organisations, Markets 15 Core UWBS and Finance 1/2 MG4047 Systems for Operations 15 Core UWBS Management 1/2 MG4049 Marketing Management 15 Core UWBS 1/2 MG4123 Managing and 15 Core UWBS Developing People 1/2 MG4130 Masters Learning 15 Core UWBS 1/2 LW4111 International Corporate 15 Core Option SLS Finance 1/2 LW4432 International Banking 15 Core Option SLS Law Year MG4118 Research Project 30 Core Option UWBS Year MG4122 Organisational 30 Core Option UWBS Consultancy Project 1/2 LW4108 Financial Services Law 15 Elective SLS and Financial Crime 1/2 LW4112 International Corporate 15 Elective SLS Governance 1/2 LW4114 International Corporate Liquidation 15 Elective SLS MODULES FOR MBA (INFORMATION SYSTEMS AND NETWORKING) STANDARD ENTRY (FULL-TIME AND BLOCK DELIVERY) Sem New Module ( ) Module code 1/2 MG4009 Research in Module Title Credits Core / Core option or elective Delivered by 15 Core UWBS Organisation Studies 1/2 MG4044 Strategy for Managers 15 Core UWBS Page 2 of 26

3 AAR template version 4 1/2 MG4045 Organisation Change 15 Core UWBS and Transformation 1/2 MG4046 Organisations, Markets 15 Core UWBS and Finance 1/2 MG4047 Systems for Operations 15 Core UWBS Management 1/2 MG4049 Marketing Management 15 Core UWBS 1/2 MG4123 Managing and 15 Core UWBS Developing People 1/2 MG4130 Masters Learning 15 Core UWBS 1/2 CP4043 Business Analysis and 15 Core Option SCIT Consultancy Skills 1/2 CP4055 Modern Computing 15 Core Option SCIT Environments Year MG4118 Research Project 30 Core Option UWBS Year MG4122 Organisational 30 Core Option UWBS Consultancy Project 1/2 CP4458 The Transitional Web 15 Elective SCIT 1/2 CP4054 Pervasive Computing 15 Elective SCIT EXEMPTIONS TO THE ACADEMIC REGULATIONS None In support of these recommendations, the Validation Panel provides appendices of supporting evidence including records of meetings, external and other reports and an action checklist The Validation Panel is aware that the University Quality Enhancement Committee reserves the right to review all decisions made by the University Quality Panel/School Quality Enhancement Committee, to ratify approvals and to follow up on any issues identified in the AAR as the Committee sees fit. DATE OF THE NEXT REVIEW The next review of MBA (Generic Descriptor), MBA (Law) and MBA (Information Systems and Networking) is scheduled to take place by the end of the 2013/14 academic year. Summary of process: Date Activity See appendix Approval of proposal by Chair of PASC 10/03/08 Confirmation of approval by Chair's action by PASC 05/02/08 Initial Planning Meeting Minutes available from the Officer on request March 2008 Feedback received from the External Adviser and Panel members in advance of the Validation Meeting 08/04/08 Minutes of the Validation Meeting 1 08/04/08 External Advisor Report 2 Proposing Team response to External Advisor comments 3 Action Checklist from the Validation Meeting 4 Available from the Officer on request Page 3 of 26

4 AAR template version 4 Academic Approval Record Summary of findings The genesis of the UWBS proposals for a generic bracketed full-time (FT) and part-time (PT) MBA programme has been the identification of potential in new markets, particularly overseas, that could be addressed through a new product - the UWBS MBA - that has a well known brand identity. UWBS aim to use such MBAs in a judicious way to address key markets, either linking with other Schools in the University, or focusing on sectors within business, such as public services or logistics/distribution, for example. The original proposal to the University's Academic Development Planning Committee (ADP), proposed a 60-credit framework for the descriptor subject, principally at the Masters stage or from the end of the Diploma stage, depending on the sector. It had also been discussed with the Graduate School, which supported this approach. Thus, 120 credits will pertain specifically to the currently validated MBA and 60 credits to the descriptor subject/area. Of these 60 credits, 30 related to the dissertation. Where Schools have such a module, this can be utilised, but, if not, the UWBS Research Project or Organisational Consultancy Project may be used, with joint supervision between UWBS and the descriptor area, as appropriate. The proposal outlined an MBA with a "generic descriptor". It was agreed, that this would be validated as a framework with the descriptor being populated as and when required, potentially in the first instance with "Law" and "IT and Networking Applications". Collaboration has been, and will continue to be, a key ingredient of the bracketed MBA proposals. Whilst in the future there will be selected proposals for in-house, UWBS bracketed MBAs, the current focus is on cross-school collaboration within the University. These initiatives are in line with the University's policy for inter-school links and initiatives on programme development. The proposals were positively received by the Validating Panel. The proposing team were clear about the market rationale; looking at emerging technologies and aiming to support growing economies in the Indian sub continent and Hong Kong. The programmes built on the principles of blended learning with a variety of modes of delivery, and supported the University's widening participation strategy. The Validating Panel recognised that some of the detail was still to be defined, but the remit was clear. The collaborative engagement between Schools, staff development and sharing of good practice were commended as was the response to the Young Lawyers emerging market identified by SLS. The Validating Panel thanked the team for the documentation and discussion which were considered most helpful. An approval period of six years was recommended for the MBA bracketed titles. Professional, Statutory, Regulatory Body (PSRB) Involvement None Collaborative Arrangements None Good Practice / Enhancement The collaborative engagement between Schools, staff development and sharing of good practice. The response to the "Young Lawyers" emerging market identified by SLS. Issues that have institutional implications for consideration by the University Consideration of a "premium" fee for MBA titles Inability of University IT systems to support effective electronic working, such as video conferencing Page 4 of 26

5 Page 5 of 26 AAR template version 4

6 AAR template version 4 Action checklist for ongoing monitoring throughout the lifetime of the pathway(s) Responsibility Action Date Action to be closed by Course Team and UWBS TSL Co-ordinator Blended Learning Strategy - look at entitlements in terms of phase 2 of the programme. December 2008 UWBS SQEC Course Team All modules, not just UWBS, to be monitored through UWBS SQEC. June 2009 UWBS SQEC Course Team In consultation with UWBS' Learning and Teaching Working Group, reconsider the word limit for the research project dissertation; possibly 12,000 word minimum December 2008 UWBS SQEC Course Team Review the impact that both the administration and academic restructuring of staff has had (if any) on the validated pathways after the first year of operation and provide a report to SQEC End of 2008/09 academic year UWBS SQEC Course Team Through annual monitoring reflect on the operation of the jointly managed programme, joint supervision of research project operation and monitoring of block delivery of SCIT modules on the student experience, and student feedback January 2010 UWBS SQEC Note this action checklist should not contain actions which would need to be closed by the Panel before final approval was given e.g. revision of submission documentation. Date the draft AAR was approved for submission to the AAR Sub Group for ratification by the Validation Panel Chair. 19 September 2008 Page 6 of 26

7 AAR template version 4 VALIDATION PANEL RECORD Details of Panel and Participants Chair: Ms R Dattani Officer: Ms L Tonkin Panel members designated to Validate the provision: Mrs B Cross (SQEC Officer) Dr S Ali Ms L Carder Dr R Edwards Mr P Eggison, SoH (UQP Representative) Independent Internal Adviser for the Validation: Name: Dr J Phillips Position: Graduate School (by correspondence) Independent External Adviser for the Validation: Name: Mr L Montanheiro Position: Senior Lecturer in International Business and Course Leader for the full-time MBA, Sheffield Hallam University If there is anything pertinent to record about the External s experience, please give a brief note here, for example, was a member of the QAA Subject Benchmarking Panel for Business Subject/Pathway Team Representative for the Validation: Mr R Hawkeworth (Key Proposer) Ms J Brown Ms P Cattell Mr C Jones Dr R Newman (SCIT Representative) Mr S Williams (SLS Representative) Page 7 of 26

8 Appendix 1 CONFIRMED UNIVERSITY OF WOLVERHAMPTON BUSINESS SCHOOL QUALITY ENHANCEMENT COMMITTEE VALIDATION PANEL Validation of the MBA (Generic Descriptor), MBA (Law) and MBA (Information Systems and Networking) Minutes of the meeting held on Tuesday 8 April 2008 at 0900 in the Reynolds Room, Telford Campus Present: Panel Mr R Dattani (Chair) Mrs B Cross (SQEC Officer) Dr S Ali Ms L Carder Dr R Edwards Mr P Eggison (UQP Representative) Mr L Montanheiro (External Adviser) Mrs L Tonkin (QASD Officer) Apologies: Dr J Phillips (Associate Dean, Graduate School) Proposal Team Mr R Hawkeworth (Key Proposer) Ms J Brown Ms P Cattell Mr C Jones Dr R Newman (SCIT Representative) Mr S Williams (SLS Representative) Apologies Dr J Hassall (SCIT Representative) Ms D Wildsmith 1 Meeting of the Panel The Chair welcomed and introduced members of the panel. Comprehensive feedback had been received from the External Adviser and Panel members in advance of the validation meeting and circulated to the Proposal Team who had responded accordingly. The Panel agreed the documentation was well presented and easy to follow. It was felt that the proposal for MBA bracketed titles was timely as the market for such pathways was growing and not many institutions were delivering them at present. The Panel considered the responses provided by the Proposal Team and identified areas/themes they felt required further discussion and clarification: Market Research Entry Criteria Use of TSL and Blended Learning Assessment Research and Scholarship External/Enhancement Activities Student Support and guidance Quality Management and Annual Monitoring The Panel then agreed the structure of the day as follows: Page 8 of 26

9 Appendix 1 1 Tour of Resources for the External Advisor 2 Meeting with the Proposal Team to discuss aspects of the proposal in more detail, as outlined above. 3 Private meeting of the Panel 4 Feedback Session with the Proposal Team 2 Tour of Resources Dr R Edwards accompanied Mr Montanheiro on a tour of the resources. 3 Meeting with the Proposal Team The Proposal Team explained that the proposals arose from inter-school discussions which recognised the scope for delivering programmes with a branded identity - the MBA. Both the School of Legal Studies (SLS) and the School of Computing and Information Technology (SCIT) had identified demands for more discipline-specific awards. 3.1 Market Research Discussed: Discussed: The development of the programmes through identification of emerging markets, particularly in Asia and India. The Team had looked at the markets for this programme following requests from Asia and India. They had identified two markets in Law: 1) business management personnel looking for training in business law; and 2) lawyers seeking a framework and background in business management. The latter may be the larger market, particularly in Asia where lawyers were building their own businesses. The core options and electives had been selected to expand the knowledge of both types of applicant. Management in IT was a big area, especially in distinct overseas markets; again either IT professionals looking for a management qualification or managers seeking IT experience. There was a growing demand for management with IT in Hong Kong. It was noted that the SCIT modules which contributed to the programme were due to be validated in April Block delivery of SCIT modules and how this would fit into the programme/demand and part-time/block delivery for SLS (bracketed) title. SCIT was aiming for "efficiency of delivery", had researched the delivery of its modules in some depth and believed this to be an effective method of delivery for the School. Feedback from SCIT students had been positive. This was not an intensive course, but a module run 2 days per week over three weeks. This also gives flexibility for formative work before the module. Two core and two elective modules would be delivered in this way. There would be no timetable clashes within this programme and students would be given advanced warning of the three "heavy" weeks in the middle of the programme. It would not take them outside the "normal" delivery pattern. SLS also has provision for part-time and block delivery within its existing module delivery patterns, however, at this initial stage only the full-time market was being considered. Discussions with Manby Steward Associates indicated that the part-time market was not as significant for this pathway as Page 9 of 26

10 Appendix 1 there were existing part-time courses available outside the University. Parttime/block delivery would only be for SCIT modules at the moment. Agreed Currently UWBS' modes of delivery were linked to PSRBs, but the modules for this award could be delivered in part-time or block mode if necessary. Validation of SCIT modules to be confirmed following the Revalidation exercise in May Entry Criteria Discussed: The proposed "non standard" entry to the programme, when the QAA benchmark for an MBA was at least two years experience with the typical entrant having substantially more than this. The Panel considered that the "compensation" proposed in terms of the Management Theory and Practice module together with intensive delivery of the Masters Learning was not a sufficient substitute for those who did not have two years management experience. The rationale for "non standard" entry was to accommodate markets in SCIT and particularly SLS, as feedback had indicated that international students were unlikely to have the full two years management experience. The Team, therefore, had looked at ways of compensating for this. Non-standard entry would present the opportunity to "flex" the market, for example to give viability to lawyers who were in practice and unlikely to have two years management experience, to gain further qualifications and enhance their careers. Non standard entry was also looking to facilitating students completing within two semesters. Students would study Management Theory and Practice as (part) compensation for the fact that two years such management experience had not been achieved (for example where a student had achieved 6-18 months such experience); in addition they would take the first five weeks of Masters Learning module as part of the induction plus another module from the MBA programme at the Certificate stage. The Proposing Team had reconsidered the "non standard" entry requirements since submitting the documentation to the Panel. At the meeting it was proposed that the existing Masters Entry route be used instead for students who do not quite meet the minimum of two years management employment experience. Students can, on successful completion of the challenge modules, then progress to their main Masters programme. The Masters Entry programme had already run very successfully in UWBS for students who had not met the full academic requirements for a Masters programme, in terms of enabling principally overseas students who have marginally failed to meet the academic entry requirements; and the progression of those students to their main Masters programme. The Masters Entry Programme involves students studying and passing the Masters Learning module and, where English Language is involved, the appropriate English for Business module. Students are counselled as to how many additional modules may be studied from the main programme. Students on the Masters Entry programme will not be able to complete their main course to which they are progressing in less than three semesters (all Page 10 of 26

11 Appendix 1 masters entry students are cognisant of this on entry). However, it was recognised that in the main this was the norm. Agreed Discussed: Agreed Discussed: Agreed: Concern was raised by the Panel as to how this would affect the "young lawyers" market identified by SLS. The Team pointed out that if this market was not captured/closed within an 18 month timeframe, there was a possibility that this would not be a viable market. The Presenting Team were confident that this would not have an impact on the market as there would be relatively few coming onto the Masters Entry programme. "Non-standard entry" would not be included in the final award title, if still to be pursued. Entry requirements for part-time programmes would not include "non standard" entry. Those students who do not meet the minimum requirement of 2 years' management employment experience (non standard entry) should undertake the UWBS Masters Entry Programme including module MG4108 Management Theory and Practice The Panel felt that an IELTS score 6.0 was not sufficient for entry onto an MBA programme. All UWBS international students' English Language skills were tested, and, if necessary, were required to take the HLSS module (EG4001) developed for Masters students to upgrade their English skills. The module was run twice a year which would accommodate those students registering in Semester 2. UWBS also offered additional English language support. However, the Panel felt that a minimum score of 6.0 in all areas should be imposed. Entry requirements to include an IELTS minimum score of 6.0 in all categories. The implication for fees for differentiated markets. Fees for MBAs usually attracted a premium fee. It was thought that tuition fees were standard across the School, with additional costs for the residential component. Too low a fee may affect perception of the quality of the award in the market. The fee regime for MBA awards to be confirmed. If a standard fee, this to be raised as an issue with institutional implications. 3.3 TSL and Blended Learning Discussed How TSL and blended learning were embedded in the programme, bearing in mind it was aimed at both home and overseas students and three Schools would be involved in the programme. All three Schools aligned their approach to the University's Learning and Teaching Strategy and TSL co-ordinators from across the Institution meet as a group. In UWBS, individual Departments had discretion in the use of TSL and blended learning for different programmes. Targets for embedding were Page 11 of 26

12 Appendix 1 incorporated within the School Plan. The challenge in the Masters programme was to incorporate TSL in elective modules; this was usually the responsibility of subjects and Departments. The School aimed to share best practice. Discussed: Discussed Agreed TSL and blended learning were embedded in SLS, especially as a number of programmes were delivered overseas. Use of TSL is strongly encouraged and much is backed up on CD Rom. SCIT also have strategies in place to support TSL, but felt that the University facilities were not robust enough to support fully its requirements such as video conferencing. How the implications for student entitlement in terms of the University's Blended Learning Strategy would be met. It would be necessary to look for rationalisation through WOLF2. The baseline specification would be set by UWBS. For this programme it would be appropriate to set up an award topic on WOLF. It was acknowledged that there must be co-ordination across the Schools involved to meet the expectations of students. How WOLF would be maintained and monitored and how any drawbacks would be addressed. UWBS has several tiers - modules are owned by subjects in Departments. Owners of the module take responsibility initially. Problems would be communicated through the award team, subjects or Departments, depending on where the issue was reported. UWBS also has a dedicated Postgraduate Office (although this may be affected by the current administration review). Most problems encountered were due to equipment failure; other issues concern information published on WOLF and the apparent disparity between this information. It was also noted that on a University front there is a Learning and Research Systems Group that meets regularly, bringing together Schools, TSL co-ordinators, Education Partnerships and ITS which includes consideration of pedagogic issues. SLS have a nominated member of staff to deal with technology issues. The Team to consider mechanisms to support students, eg set up an "Award Topic" on WOLF to guide students through the programme; to be updated and monitored by the Course Committee. 3.4 Assessment Blended Learning Strategy - look at entitlements in terms of phase 2 of the programme. All modules, not just UWBS, to be monitored through UWBS SQEC. Discussed: Modules, exams, group work and the mechanisms for retrieval/compensation if one component of a module were failed. The UWBS Assessment Handbook sets out guidelines for assessment tasks and regimes. Most modules have two components and there is a variety of assessment tasks. Where a component was failed, the student would have Page 12 of 26

13 Appendix 1 Agreed the opportunity to resit the module. The Team was aware that this may vary in the partner Schools. Ensure student documentation makes clear submission/assessment dates. Clarify class contact hours and time allocated between lecturing periods and seminars Specify which modules are assessed by examination, which through group work and make clear the mechanisms for retrieval/referral. Discussed: Discussed: Agreed: MG4118 Research Project and MG4122 Organisational Consultancy Projects, both set at 9,000 to 12,000; should the word count be higher at Masters' level? Was 30 credits justified as the way forward? The use of 30 credits goes back to the original validation of the MBA. The University Postgraduate Regulations promotes the use of 60 credits as the normal rating. However, during the MBA revalidation, the Graduate Office agreed that if a pathway was more vocational or linked to PSRB then the School could opt to include a 30 credit module. The 30 credit modules had proved more popular with students from recent feedback received. The new SCIT dissertation module will have 30 credits, but in real terms would be 60 credits worth. The SLS dissertation remains at 60 credits, but could change in the forthcoming revalidation. It was the intention, at this stage, to utilise the two 30 credit modules from UWBS. The timetabling for the delivery of the research methodology module, supervision of the MG4118 and MG4122 modules. The module will need alignment between Schools in terms of timeline. Both SCIT and SLS research methods modules were delivered early on in the programme. It will be necessary to flex the UWBS 30 credit modules around SCIT and SLS timelines. All Schools aimed not to be too prescriptive. For the 30 credit module, supervision will be joint between UWBS and the School concerned. The principal supervisor will be UWBS based and students will have the facility to contact the supervisor in SCIT and SLS. The course team would discuss the best person for the supervision, depending on the dissertation title. Business input should be the main focus of the dissertation, with input from law or IT. Through annual monitoring reflect on the operation of the jointly managed programme, joint supervision of the research project and operation and monitoring of block delivery of modules on the student experience, and student feedback. In consultation with UWBS' Learning and Teaching Working Group, reconsider the word limit for the research project dissertation; possibly 12,000 word minimum. 3.5 Research and Scholarship Discussed: The underpinning of the programme by research. Page 13 of 26

14 Appendix 1 All SLS tutors teaching on Masters programmes are required to have current research in those areas. Three of the four SCIT modules put forward were directly based on current research. 3.6 External/Enhancement Activities Discussed: Agreed: "Non-standard" entry students would be studying the programme over 3 semesters would have the opportunity to take part in the residential aspect of the programme. Other students, studying over 2 semesters may not. Were there other opportunities to enhance the student experience? Ideally the Team would like to include the residential component for all students, but students studying over two semesters will not be offered the residential, at least until resources allow. Include enhancement experience, such as inviting external speakers, industrial visits, court visits, etc, for students on the programme. 3.7 Student Support and Guidance Discussed Agreed: Discussed: Discussed: The current review of administration in UWBS and the impact it may have on the Postgraduate Office. When the outcomes of the review were known, it would then be decided what aspects were necessary to deliver comprehensive student support. All students will be supported. Review the impact that both the administration and academic restructuring of staff has had (if any) on the validated pathways after the first year of operation and provide a report to SQEC. Student support offered by the partner Schools. SLS has a dedicated LLM administration support. Students had access to teaching staff, counselling from the award leader and frequent meetings to share ideas/problems. A "link person" would be identified for the programme. The relationship between UWBS and each partner School had thus far developed well. It was pointed that the existing full-time MBA award leader would oversee the bracketed MBAs. However, a dedicated award leader may possibly be recruited in the near future, particularly if there was further collaboration with other Schools. UWBS is based at Telford and Compton Campuses, while SLS and SCIT are based at City North and South Campuses and how this would operate; whether students would travel between campuses or staff travel to where students were based. If the programmes successfully recruited high numbers of students, ie plus, the idea of teaching staff travelling to students would be explored, particularly as the University Executive had recently been questioning the viability of postgraduate taught modules. The Proposing Team pointed out, Page 14 of 26

15 Appendix 1 however, that working at different campuses would help students to feel more integrated into the University and feel part of both the Schools they were studying with. It was noted that the inter campus bus was provided for all UW students and careful timetabling would be carried out by school administrators to ensure that students were not too disrupted. Agreed: SLS uses the Telford Campus at weekends. Blended learning was also useful in supporting inter campus delivery. Look at way to manage the programme timetable to minimise students travelling. Look at "home" base for MBA students instead of students moving from campus to campus. 3.8 Quality Management and Annual Monitoring Discussed: Agreed: How Annual Monitoring will work across the Schools. Setting up a course committee was envisaged; whether it will be one for all MBA awards, or one just for the bracketed titles would have to be decided. The committee would also include students to give feedback. These groups were, however, considered to be resource intensive. The reporting mechanism would also have to be considered in the future. Through annual monitoring, reflect on the operation of the jointly managed programme, joint supervision of the research project, operation and monitoring of block delivery of modules on the student experience, and student feedback. 4 Private Meeting of the Panel The panel approved for validation the following pathways, although it was noted that further "housekeeping" issues in relation to the PSTs were to be closed by the Officer and Key Proposer outside of the meeting: Pathway Pathway Title Code PS/BUSAD MBA FT (Generic Descriptor) Standard Entry Final Award MBA Intermediate Awards PgC Management PgD Management Specialist/ Modes of Joint delivery Specialist FT and Block PS/BUSAD MBA PT (Generic Descriptor) Standard Entry MBA PgC Management PgD Management Specialist PT PS/BUSAD/1 MBA FT (Law) Standard Entry PS/BUSAD/2 MBA FT (Information Systems and Networking) Standard Entry MBA MBA PgC Management PgD Management PgC Management PgD Management Specialist FT Specialist FT and Block Page 15 of 26

16 Appendix 1 5 Feedback with the Proposal Team The Validation Panel fully supported the proposals. The proposing team were clear about the market rationale; looking at emerging technologies and aiming to support growing economies in the Indian Sub Continent and Hong Kong. The programmes built on the principles of blended learning with a variety of modes of delivery, and supported the University's widening participation strategy. The Validating Panel recognised that some of the details were still to be defined, but the remit was clear. The collaborative engagement between Schools, staff development and sharing of good practice were commended as was the response to the "Young Lawyers" emerging market identified by SLS. The Validating Panel thanked the team for the documentation and discussion which were considered most helpful. An approval period of six years was recommended for the MBA bracketed titles. 5.1 Summary of Recommendations Action Completion Date Entry Requirements Those students who do not meet the minimum of two years' management employment experience (on standard) entry should undertake the UWBS Masters Entry Programme including the module MG4108 Management Theory and Practice. IELTS entry qualifications - a minimum of 6.0 across all categories To complete revisions to documentation in terms of "housekeeping" issues identified on the feedback grid sent to the proposing team prior to validation. Confirmation of the validation of the SCIT modules presented as part of the MBA (Information Systems and Networking), ie CP4034 Business Analysis and Consultancy Skills and CP4055 Modern Computing Environments. 30 April April May 2008 Supporting the Student Experience Consider mechanisms to support students as part of the collaborative provision, eg set up an "award" topic to help students navigate the award Look at ways to manage the programme timetable to minimise student travelling Timetable to be managed to incorporate "block delivery" of SCIT modules Look at "home" base for MBA students instead of students moving from campus to campus Include enhancement experience, such as inviting external speakers, industrial visits, court visits, etc Prior to the start of the programme Page 16 of 26

17 Appendix 1 Assessment Ensure student documentation makes clear submission/assessment dates Clarify class contact hours and time allocated between lecturing periods and seminars Specify which modules are assessed by examination, which through group work and make clear mechanisms for retrieval/referral. Blended Learning Strategy - look at entitlements in terms of phase 2 of the programme. All modules, not just UWBS, to be monitored through UWBS SQEC. In consultation with UWBS' Learning and Teaching Working Group, reconsider the word limit for the research project dissertation; possibly 12,000 word minimum. Review the impact that both the administration and academic restructuring of staff has had (if any) on the validated pathways after the first year of operation and provide a report SQEC. Through annual monitoring reflect on the operation of the jointly managed programme, joint supervision of research project, operation and monitoring of block delivery of modules on the student experience, and student feedback. Prior to the start of the programme December 2008 June 2009 December 2008 End of 2008/09 academic year January Institutional Issues The Panel identified the following institutional issues through discussions with the proposing team: Consideration of a "premium" fee for MBA titles Inability of University IT systems to support effective electronic working, such as video conferencing. External Examiner's Report on the Validation/Revalidation of MBA (generic descriptor) MBA (Law) MBA (Information Systems and Networking) and Page 17 of 26

18 Appendix 2 modification of the existing MBA (FP and PT) pathway University of Wolverhampton 1) Relationship between the programme title and curriculum content Overall the document was easy to follow and it is a well-considered submission. My view of the proposal offered for examination is very positive. I feel that there has been a thoughtfully designed award with regard to the learning and teaching ethos by clearly presenting students at the centre of the process. It is a very robust programme and the content is well encapsulated within the qualification/awards intent to provide students with. The main aim is to maximise learning results by bringing together a well understood qualification by employers and the academia, viz. MBA, into some very traditional areas of professional activities, viz. legal and IT. Also, the content overall clearly deals with the existing generic MBA along with the proposal for modifying the existing full-time and part-time routes of the MBA programme. My judgement of the curriculum overall is that modules' content are very much in line with the qualification aimed for. This is shown as reflecting many essential aspects of the designed academic training which is so essential for providing academic experience leading to sustainable employability for those undertaking the programme. I feel, therefore, that the resultant proposal is well balanced and appropriate. 2) Appropriateness of programme aims and outcomes The degrees proposed offer learning experience along with awards that are very relevant to both UK as well as overseas students. The matching between content and outcomes along with standard of delivery is very much in line with what is expected for postgraduate study. Overall, the QAA benchmarks appear to have been addressed clearly and covered to minor details. I understood that within the documentation there are strong signs of innovation in the design of the programmes and in the delivery of modules. A varied number of academics and support staff from several Schools in the University will be taking part in the delivery of the programme. Also, as employers seek to identify skills along with a demonstrable managerial ability to undertake business challenges, the outcomes of the proposed degrees seem to point directly to the essential employability issues so much desired by organisations on both the public and private sectors. 3) Programme design, content and organisation The programme of study proposed in here has been designed to favour the learning experience of postgraduate students. Thus, providing flexibility on the delivery as well as on evaluation. By incorporating a robust range of topics, overall modules have been put together in such a way that outcomes can be achieved with a good Page 18 of 26

19 Appendix 2 level of confidence by both academics and students. Modules sit along to each other in a very comprehensive way and they carry a distinguishable integral pattern. Content, therefore, is well organised within the range of modules having been designed with learning skills application to the business managerial career, and this is very much up-to-date. Modules provided a very robust reading support along with areas in which IT plays a strong role. 4) Appropriateness of assessment The proposed content/delivery of modules has been designed within a good range of teaching/assessment methods in mind. These were fully described within each module. There is a strong pattern among all modules and periods for submission are identified clearly. Students will be subject to group as well as individual tasks. These are, on my judgement, well related to the module content and its delivery period. The emphasis seems to fall on submissions at the end part of the module delivery and this can cover a good range of the material taught from the starting period. This is a satisfactory and traditional process within postgraduate teaching which has been well received within the academia. 5) Learning and teaching methods Overall, these appear to be a well thought part of the proposed documents. The link between learning-teaching is well established on them and, on my view, strongly in line with a postgraduate qualification. There is evidence of a feasible set of modules structured in a format which is easily accessible to students. The sequential nature of modules, along with a satisfactory range of areas covered will enable both full- and part-time study and should provide the programme leader with the correct scope to monitor students' programmes. The curriculum is of a postgraduate level and each of the modules proposed have provided a very satisfactory range of teaching/learning areas which are very much in line with projects of such a nature, and certainly with the QAA benchmarks. 6) Learning Resources / Specialist Resources In each module presented within the enclosed documentation, there is a compressive list of available resocues to back up the learning requirement. The range and variety of sources are overwhelming. I understood that the Schools' library will have the means to respond to the substantial range of reading selected to cover the module learning areas. As students' need for the books, journals, and other references mentioned, at a given time, can make the deliver more complex, it is hoped that demand numbers will not preclude their availability to a large number of students, especially the ones undertaking the part-time route. Also identified was the website facility for consultation, and it is expected that the on-line service will assist and respond well to the demands by students wishing to make the most by working somewhere else other than at the university's library. Wherever necessary, the documentation made a very satisfactory reference to specialist resources which Page 19 of 26

20 Appendix 2 is compatible to the training envisage within the programmes proposed in here. Here again, strong evidence has been given to the process of ensuring that the postgraduate cohort is well provided for. 7) Comments relating to the Modules I would like in here to take the opportunity to identify a few areas in which the approval panel would like to consider within the final steps in this process: 7.1 Overall the document was easy to follow and it is a well-considered submission. My view of the proposal offered for examination is very positive. I feel that there has been a thoughtfully designed award with regard to the learning and teaching; 7.2 wherever there are two or more pieces of assessment, clarity needs to be provided in terms of 'Pass' and 'Failure' so as to identify which one will be required from student, perhaps not both; 7.3 too many pieces of assessment are bunching up towards the end of the semester; some emphasis on the initial parts of the module will be welcomed by students; 7.4 the dissertation should require around 12,000 words with a possible 10% word count variation rather than 9,000 to 12,000 words. The reason here is to be more in line with a 30 credit module; 7.5 the dissertation requirement period as well as supervision schedule seem to be less clear on the programme of delivery; 7.6 perhaps, some modules should attempt to present key readings required which are as much up-to-date as possible. 8) Any other comments Here, I am thankful for the opportunity given to me to provide an overall list of points which might benefit the running of the aforementioned programmes. 8.1 in programmes with more than one intake a year, it seems important that the documentation makes clear the range of dates/weeks when course-works need to be submitted; 8.2 class contact hours and the time allocated between lecturing periods and seminars needs to be clarified to students; Page 20 of 26

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