Course Specification MSc Information Management (INMAM)

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1 LEEDS BECKETT UNIVERSITY Course Specification MSc Information Management (INMAM) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications are updated on an annual basis to include modifications approved through our University s quality assurance processes. This Course Specification provides an indication of the current curriculum. If any changes are made to material information an updated Course Specification will be made available.

2 Faculty of Arts, Environment & Technology School of Computing, Creative Technologies & Engineering Award and programme title: MSc Information Management Level of qualification: Level 7 Interim awards available: Award Title Level PG Dip Information Management 7 PG Cert Information Management 7 Length and status of programme and mode of study Programme MSc Information Management MSc Information Management Length (years) Status (FT/PT/SW) FT Sept 12 months FT Jan 15 months PT 24 months Mode (campusbased / DL or other) Campus based Campus based Course Specification Overview and Aims The underpinning philosophy of the MSc Information Management award remains applied in nature and seeks to prepare to prepare both home and overseas students for a role to be skilled professionals with a multi-faceted understanding of current information and technology which can be used to improve an organisation's performance, enables users to effectively manage and share information, plan and collaborate internal data, have an understanding of systems concepts, while performing analytical edge to support an

3 organisation s strategically plan for future growth. Information is recognised as a fundamental in the economic, business and cultural life of our society today. This course will develop students with appropriate and sound business, technical and human skills required to successfully run IT dependent departments. In practical terms, information management is conducted by information managers who are part business-minded, part manager, part technologist and part information scientist. The role of these information managers therefore falls into the following respective domains: As business-people, information managers are articulate, good communicators, presentable and have contact with the day-to-day business managers and their customers. They are primarily concerned with the information needed for activities such as strategic planning, production planning, market research, financial planning, product knowledge, legislation, archiving, competitive analysis etc. They may be members of the executive team. As managers, information managers run businesses within businesses and are concerned with people, budgets and projects. They therefore need to deal with financial planning, human resource management, project management, technology planning, communications, decision analysis and control systems. As technologists, information managers are skilled in managing information technology. They need to know about technology, how it works, what the latest trends are and the impact of it on the working environment. They also bridge the gap between real technologists and end users. As information scientists, librarians and information managers are skilled in activities such as information retrieval, online searching, telecommunications policy, intellectual property and copyright, etc. Course Learning Outcomes 1 demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, associated with the exploitation of information services and resources in organisations and to support collection, sorting and ordering of data and information in an organisation; 2 Critically evaluate and demonstrate originality and current research in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge about information management and management of computer systems which capture, process and transmit data; 3 deal with complex business issues both systematically and creatively, make informed professional judgements in the absence of complete data and information, implement and communicate their conclusions clearly to specialist and non-specialist audiences;

4 4 take responsibility for continuing to advance their knowledge and understanding, and to develop new skills to a high level both generally (as appropriate to the holder of a masters level award) and specifically as related to the field of information management. These learning outcomes of the programme align well with the QAA Subject Knowledge and Understanding (section 5) for a masters in Computing omputing.pdf Course Structure Level 7 Students who begin their studies in January will start with Semester 2 modules. During the summer break students will be encouraged to work on research leading to their dissertation/project. In September, these students will join the September starters studying modules delivered in Semester 1 structure, as shown below. Once both semesters module deliveries are completed, the students will embark on their Dissertation and work towards their submission deadline in March/April. 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 appropriate project management skills. All students are expected to present their outputs during the Dissertation conference. Semester 1 Core (Y) Semester 2 Core (Y) Managing Information in the Y Systems, Designs, Y Digital and Global Environment; Innovation Database Systems Y Critical Perspectives on Y Information Project Management Y Elective N Elective Options: Semester 3 Dissertation Y Data Warehouse Models and Approaches(SAS) Research Practice(delivered in sem 1&2) Y Green Computing Strategies Green Computing Technologies Learning and Teaching

5 Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website. Learning and Teaching Approaches The MSc Information Management 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 local impact. Our Learning and Teaching Strategy is interrelated with our Research and Enterprise, 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. The Course employs a wide range of learning opportunities and teaching methods, informed by curriculum review, research-based pedagogical approaches and continuous staff development. Innovative approaches to teaching, learning and assessment include the use of simulations, case studies, projects, practical work, work-based learning, formative face-toface and online collaborative discussion, collaborative and applied learning, projects, and practitioner informed teaching and student-led learning. The Course expands the application of technology in the delivery of teaching and learning support, by uniquely combining technical software development and creative skills necessary for new mobile devices. Regular team meetings ensure that tutors are able to share and develop their understanding of the parts of the course in which they are not directly involved. Multiple opportunities are provided in reviewing research papers, articulating and critiquing different philosophies and research papers, reviewing literature and embedding practitioner informed teaching within all modules learning, teaching and assessments (not only within the Research Practice module), therefore developing critical thinking in the process. Students, on and off-campus are able to engage with the course leader through the course leader hour (regular meetings with the course leader) and social activities organised twice a year. A Facebook group and discussion boards within modules will allow them to develop supportive networks with other peers. Scheduled sessions include the use of lectures, seminars, tutorials and practical laboratory sessions. Advantage is taken of both technology and supportive activities to ensure that effective learning takes place. The University s Virtual Learning Environment (University VLE) is at the heart of all modules. The faculty has moved beyond the use of the VLE as a repository and now the breadth of University VLE s provision is used in collaborative work, 24/7 access, innovative learning and assessment activities. Modules include self-assessment quizzes to enhance student engagement and to provide formative feedback. E-portfolios, blogs, discussion boards and video conferencing are used as innovative teaching and learning means to encourage the development of independent learning.

6 Opportunities to celebrate the postgraduate students achievements include the Postgraduate Showcase of project work and the Postgraduate Research Conference. Learning and Teaching Activities Students are supported within an inclusive learning environment, which recognise, accommodates and meets the learning needs of all our students. For each module students will normally receive a weekly lecture followed by a tutorial or practical lab based session(s). These are supplemented with a programme of guest speakers and industry led seminars. In addition all staff provide weekly drop in slots for students who need personalised learning support. The module materials and support provided will encourage deep learning the focus of which should support educational gain, as well as educational performance. Deep learning on this level include reflecting upon, synthesising, applying, critically evaluating and analysing, all an integral part of the course and its assessments. There are also opportunities for considering research papers, articulating and critiquing different philosophies and research papers through core and elective modules. Challenging and industry related tasks will stretch students capabilities and actively engage them in applying skills and knowledge in their future employment. The course level assessment strategy will ensure not only support for the assessment of the course learning outcomes but will provide a balance of assessment methods enabling students to progressively develop deep knowledge and expertise related to those assessment methods and to have opportunities to build on summative and formative feedback. Use of the Virtual Learning Environment All modules make use of the university VLE University VLE, with most making extensive use by including a range of learning, teaching and assessment resources including module and assessment guides and workbooks. All modules are repurposed to include extensive materials (online journals, lecture notes and videos) which provide the opportunity for students to work at their own pace without the need for extensive lecturer contact. All modules include additional supporting resources and self-assessment tests. Assessments are uploaded to the VLE for marking and feedback. Turnitin is used to detect possible plagiarism. Students receive their module marks via the VLE, as well as specific assessment feedback both formatively and summatively. Specific examples of online learning include the use of e-portfolios for literature reviews and tracking prototype development, blogs, discussion boards to discuss deepen understanding of concepts and web conferencing for project meetings. Use of Blended-Learning N/A

7 Assessment Strategy A variety of assessment methods are used to ensure students meet the course and module learning outcomes. These include development of a product (web/mobile prototype/application), written assignments, VLE-based tests, Vivas, presentations, poster presentations and product demonstrations. The assessment method is normally explained to student by their module tutor and encouraged to investigate more about it. All students are strongly encouraged to use skills for learning website to learn more about dissertation writing, reflective reports, presentations etc. When appropriate, sample work is given or brought to the class for students to examine. Formative and Summative assessments (two per module) are planned on an annual basis on to mitigate against bunching. This is carefully planned, so students do not have more than two assessments in the same week. The course is designed with strong career themes that run through the modules, assessment on modules within these themes builds on and reinforces previous study when relevant. A case study approach is used and will enable students to work with real-world scenarios. Module s assessment support sessions are offered to students in the class and/or a drop-in session, directed to an individual support. Supervisors are assigned for the Dissertation supervision, where allocation depends on the tutor s research area. The need for students to develop skills for employment such as formal report writing and presentations etc. is recognised as part of the assessment strategy. For example the Project Management module will support students in developing skills such as leadership and project planning. Feedback on Assessed Coursework The Information Management course allows demonstration of work to be incorporated into the assessment, providing an opportunity for immediate feedback and discussion with tutors. All modules are designed to allow for formative feedback opportunities, either faceto-face or in a blended context. This allows students time to consolidate prior learning and to work unhindered on assessments; it also provides staff with the opportunity to meet with the students to review progress. Formative feedback is scheduled on all modules, and strongly recommended to all students especially when there is only one assessment in the module. Written feedback is given using clear assessment criteria and in many cases this is provided via the VLE. Interim summative assessment is used within individual modules to encourage engagement and build student confidence. Module Assessment Methods

8 Assessment Method Mapping Module Titles Managing Information in the Digital and Global Environment Database Systems Project Management Systems, Designs, Innovation Critical Perspectives on Information Data Warehouse Models and Approaches Green Computing Strategies Green Computing Technologies Core (Y) Oral / practical exam Coursework Report & reflective log Database warehouse development & implementation Y 10% 60% 30% Database development Y 100% Y 50% 50% Y 10% 50% 10% 30% Interim report Y 90% 10% N 50%/50% N 100% N 100% Report Research log Exam Dissertation Dissertation Y 20% 80% Research Practice Y 20% 30%/50% Employability and Professional Context In the ever changing technological world, the skills required to successfully manage and share an organisations information, requires employees that have good understanding of information technology, people and business. All of these skills are addressed by modules

9 on this course, placing our graduates at the forefront of the emerging digital economy and graduates can look forward to a wide range of career opportunities in the field of information management, data and management information specialist, knowledge management, databases, Knowledge Transfer Partnerships (KTP), library and information manager, and public sector information manager or professional. On completion of this course students may also proceed to PhD study. In addition, students are also encouraged to undertake projects or volunteering opportunities with outside organisations. Students are also encouraged to undertake projects for external clients, where possible. In addition, the School is regularly approached by local recruitment agencies and local employers enquiring about suitable students. Employability is enhanced through our contacts with industry and links to local employers. Our Jobs and Careers Centre as well as providing students with up-to-date knowledge and skills relevant to the needs of the sector. The current financial climate is likely to encourage students to be more focussed on a future career path when choosing courses to study and whether to study at Post-Graduate level. Our graduates from 2012 have nearly all been successful in securing jobs or advancing their careers and they attribute much of this to having completed the MSc in Information Management. What is true of the UK is also true of other nations: indeed the Digital Britain report was in part a recognition that the UK needs to adopt the same priorities and initiatives as other parts of the world. The MSc Information Management is gradually seeing more home students enrol and it is hoped that this trend will continue. Currently the majority of students enrolled on this award are from overseas. Work-Related Activities Placement or Work-Related Activity Level: N/A Placement or Work-Related Activity Length in Weeks: N/A Type of Placement or Work-Related Activity: N/A

10 Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

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