Programme Specification Foundation Degree (Arts) Business and Enterprise

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1 P Programme Specification Foundation Degree (Arts) and Enterprise Valid from: September 2015 Oxford Brookes University Faculty of / (Activate Learning) Reading College 1

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Oxford Brookes course code: UCAS code: JACS code: Mode of delivery: Modes of study: Language of study: Relevant QAA subject benchmark statement: External accreditation/recognition: Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Reading College (Part of Activate Learning) Foundation Degree (Arts) and Enterprise Certificate of Higher Education CV17 N190 N100 Studies Face to face Full time (2 years) Part time (3 years) (Students must complete the programme within a maximum of six years) English QAA subject benchmark statement for and Management (General), revised None April 2013 (revised July 2015) SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The Foundation Degree in and Enterprise provides a practical business education for entrepreneurial students who wish to study at Higher Education level in their local area while remaining in employment. Designed in cooperation with and supported by employers, the programme has a strong focus on employability skills appropriate to the workplace. The programme has been designed to further students knowledge of business and enterprise and of good business management practice. Critical to the programme is the 2

3 opportunity for work based learning to take place, combining academic knowledge with real life business scenarios. The modules are focussed on the role of entrepreneurs within the business community and students are equipped to be entrepreneurs within an existing business organisation or with the skills to develop their own business. The flexible timetable enables students to remain in employment while undertaking the programme. Students have the opportunity to progress to a BA (Hons) and Management top up, Level 6 final year at Oxford Brookes University. Alternatively, students may progress to the BA (Hons), Management & Communications top up at Abingdon & Witney College or Swindon College, after completing a short bridging programme. 2.2 Aim/s of the programme The aim of the programme is to support and develop students for careers in the area of and Enterprise. It has been developed in a way which explores each of these two strands progressively, whilst maintaining a holistic view of business within various contexts. The strand introduces students initially to the scope and functions of business and gradually develops their understanding of the internal and external environment in which businesses operate. The Enterprise strand takes basic enterprise concepts and theories to a contemporary and practical level and equips students in establishing and developing businesses. Within their first year, students are introduced to areas such as criticality and academic writing, in addition to developing a portfolio to support their professional development. In the second year students focus on research skills and developing their skills of enquiry in preparation for the Work based Project. This also helps prepare them for their honours year modules (e.g. dissertation) should they wish to progress to the final year BA (Hons) and Management programme at the Faculty of, Oxford Brookes University. SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge, understanding and skills: A Foundation Degree (Arts) and Enterprise graduate will be able to: Academic Literacy 1. Understand a range of management concepts, practices and skills which aid effective decision making and the management of resources. 2. Recognise the integrated nature of and Enterprise; and how this contributes to developing effective operational and strategic activities in a global business environment. (also Active Citizenship) 3. Demonstrate an awareness of real business issues and practices, and provide realistic solutions where appropriate. (also Critical Self awareness and Personal Literacy) 3

4 4. Use a range of techniques to develop an existing and/or new business and manage operational tasks and resources effectively. Research Literacy 5. Understand the importance of robust business research methodology, and use appropriate techniques in developing their own research projects and business problems. 6. Select and evaluate information (both primary and secondary) and demonstrate a critical understanding of business related research and problem solving. (also Digital and Information Literacy) Critical Self awareness and Personal Literacy 7. Reflect on experiences leading to personal and professional development. 8. Evaluate oneself and others using appropriate tools and techniques. 9. Develop skills to enable collaborative working. 10. Outline tools that can be used for self managed learning and life long learning. Digital and Information Literacy 11. Identify, access and use appropriate business, management and enterprise information sources to inform their understanding of relevant topics and support academic and practical work. 12. Apply a range of business tools to research, analyse and evaluate a range of business situations. (also Research Literacy) Active Citizenship 13. Recognise the scope and functions of business in different contexts, and appreciate the internal and external global business environment in which it operates. (also Academic Literacy) 14. Appreciate the importance of effective and appropriate communication methods and interaction with both internal and external global stakeholders. (also Academic Literacy) 15. Demonstrate awareness of the importance of values, ethics and social responsibility in all aspects of business and personal life. 4

5 SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: The programme consists of 14 compulsory modules which are completed full time over two years with a part time option over three years. PROGRAMME STRUCTURE Module Module Title Level Credits Pre requisites Assessment No Year One 101 Critical 4 30 None Coursework 100% Skills/Personal Development 102 Fundamentals of 4 15 None Coursework 100% 103 Entrepreneurial 4 15 None Coursework 100% Traits 104 Marketing and New Media 4 15 None Examination 60% Coursework 40% 105 Introduction to 4 15 None Coursework 100% Context 106 Developing 4 15 None Coursework 100% Ideas 107 Financial Accounts 4 15 None Examination 100% for New and Developing Year Two 201 Work based 5 30 Critical Coursework 100% Project Skills/Personal Development 202 Meeting Customer 5 15 Marketing and Coursework 100% Needs and Quality 203 Management Accounting for New and Developing 204 Leadership and Managing People 205 Strategy for Competitive Advantage New Media 5 15 Financial Accounts for New es From September 2015: Financial Accounts for New and Developing 5 15 Fundamentals of 5 15 Developing Ideas Examination 100% Examination 60% Coursework 40% Examination 100% 5

6 206 Leading and Managing Change 207 Your and the Law 5 15 Leadership and Managing People 5 15 Introduction to Context & Developing Ideas Coursework 100% Coursework 100% Progression through the Programme In order to complete satisfactorily a year of full time study, a student: must pass at least 90 credits during the year. In order to complete satisfactorily a year of part time study, a student: must pass at least 45 credits during the year. Award The Foundation Degree in and Enterprise is awarded to a student who successfully completes the modules shown in the programme structure and earns 240 CAT credits. A Certificate of Higher Education may be awarded, as an exit award only, to a student who passes 120 credits of Level 4 modules. There is the opportunity for students to progress on to a further year of study in order to complete a full Honours Degree. The minimum entry requirement for progression to the BA (Hons) and Management Level 6 final year at Oxford Brookes University is a Pass in this Foundation Degree programme. However, a typical offer will be conditional upon an average of at least 55% over the Level 5 modules of the programme. 4.2 Professional requirements N/A SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Work based learning is the central and integrating element of the programme where the academic knowledge and understanding is reinforced by the development of vocational skills. This programme provides a framework to support students reflections on practice. Students are encouraged to reflect on their own experience and to examine this critically in the light of models of good practice and research findings. Teaching and learning methods are practical, experiential and include whole class, group and individual experience. Teaching and Learning Strategies Overall, the programme favours active learning approaches such as seminar and workshop activities, discussions and problem solving activities rather than a more transmission based approach focused on lectures and note taking. However, within this overarching approach there are differences between individual modules and between levels. The primary aims of Level 4 are to motivate and engage first year students with the study of business and enterprise to provide a sufficiently broad experience of business and enterprise studies to provide students with a firm platform from which to successfully meet the progressive 6

7 demands of Level 5 studies and support progression to the final year of the and Management degree. Throughout the programme, teaching and learning strategies acknowledge and encourage a range of learning styles. The programme aims to provide a balance between provision of information and opportunities to assimilate actively, apply, question, debate and reflect critically. Teaching and learning strategies: introduce and encourage students to engage in new areas of knowledge while also giving them the opportunity to broaden and deepen their existing knowledge; encourage students to engage in critical analysis of concepts, theories and practice and to test their analysis against received understandings and practices; provide the opportunity to acquire practical experience in a range of activities relevant to students roles in the business environment from empirical research to presenting their findings; encourage students to engage in critical reflection. Teaching and Learning Methods Throughout the programme, students are given opportunities to: participate in lectures, seminars and workshops which develop their knowledge and understanding of issues related to their role in the business environment; work in groups to examine and discuss issues; compile portfolios; work with a wide range of practical resources, including appropriate computer hardware and software use e learning as a tool to support their learning; participate in 1:1 tutorials; and undertake projects to benefit their employers and their own professional development. Work based learning is the central and integrating element of the programme where the academic knowledge and understanding are reinforced by the development of vocational skills. The programme comprises a range of work based tasks and activities related specifically to aspects of and Enterprise within the workplace. The Development of Brookes Attributes Academic Literacy To underpin their future careers, students need skills of critical thinking informed by relevant theoretical perspectives to make effective decisions in the context of the uncertain and rapidly changing business environment. Consequently, the distinctive learning approach of this programme is enquiry based learning that underpins the development of the intellectual skill of critical enquiry and encourages active engagement with the discipline. Skills of criticality are taught particularly in Critical Skills/Personal Development at Level 4 and practised and assessed in other modules with the Work based Project providing a capstone opportunity to demonstrate these skills through research and evaluating a current business problem. Research Literacy At Level 4 students begin to identify and use appropriate business and management information sources and develop an understanding of basic academic conventions, including referencing and academic (mis)conduct. At Level 5 there is increased emphasis on more advanced information literacy and research skills to develop an independent learning approach leading to the Work based Project. 7

8 Critical Self awareness and Personal Literacy Students are introduced to Personal Development Planning (PDP) in Level 4, including reflective practice and self evaluation, and receive formative feedback from tutors. Students skills in self evaluation and reflection are further developed in Level 5 in Leading and Managing Change and in Leadership and Managing People. Digital and Information Literacy A blended learning approach is supported by use of Moodle to provide online resources and activities. The development of students digital literacies, including skills in online communication and collaboration, begins in Level 4, especially in the Marketing and New Media module and is developed further particularly in Level 5, including in the Strategy for Competitive Advantage module. In terms of information literacy, the focus is on developing students skills in selecting relevant information and data and synthesising and integrating that information for decision making. Active Citizenship The programme s aim is that students develop a deep understanding of the complexities of the global business environment and the skills to manage that complexity, including consideration of the intercultural issues relating to management. The diverse nature of the student cohort coupled with group work means that throughout the degree the student s daily experience involves the need to recognise and develop practices which respect the culture and values of others. Ethics are addressed throughout the programme, and particularly in the Critical Skills/Personal Development module at Level 4 and the Strategy for Competitive Advantage module at Level 5. Hours of Study Students who are following the full time programme are expected to attend College for approximately 8 hours per week over 2 academic years. Students following the part time programme are expected to attend College for approximately 5 hours per week over 3 academic years. A typical 15 credit single module comprises 150 hours of study and includes 24 hours of contact time in the form of seminars and workshops and 126 hours of guided independent study and preparation for assessments. Assessment The pattern of assessment is based on the aims, learning outcomes and rationale of the programme. Thus assessment is concerned particularly with the development and demonstration of students knowledge and understanding and their academic development. Assessment methods have been developed to reflect the work based requirements of the programme and include case studies, reports and a development plan. A variety of methods of assessment are used within the programme appropriate to the topic of study, including coursework assignments, examinations and presentations. Some modules consist of more than one method of assessment. There are 14 modules in the programme, all compulsory, 7 in each year. In both Years 1 and 2 approximately 80% assessment is coursework with 20% examination. The programme is reviewed annually so details of assessment are subject to change. Oxford Brookes Assessment Compact 8

9 In line with the Brookes Assessment Compact (at feedback on students work is provided in a range of ways at various times throughout this programme, and different feedback serves slightly different purposes. Feedback is designed to support students learning and help them to improve subsequent work, and they are encouraged to make good use of all feedback provided. Feedback is available throughout the modules not just on formally assessed tasks. It is provided on students work and contribution in class, on the formal assessment tasks and in 1:1 tutorials with academic staff. 5.2 Assessment regulations The assessment regulations conform to Oxford Brookes University s academic regulations for Foundation Degree programmes: https://www.brookes.ac.uk/regulations/current/specific/b1/ Please refer to the programme handbook for full details of the Specific Programme Regulations for this programme. SECTION 6: ADMISSIONS 6.1 Entry criteria Entrants to the programme should normally meet one of the following three sets of requirements: EITHER a current role in an appropriate workplace setting, and a line manager's letter of support and recommendation (a minimum of two years relevant work experience is normally required) OR a minimum of one pass at A level or 6 unit Vocational A level, plus three passes at GCSE (grades A C), or O level (grades A C), or equivalent, normally including Mathematics and English Language OR a National Certificate or Diploma or other equivalent qualifications, such as GNVQ/NVQ or other Level 3 vocational qualifications, plus three passes at GCSE (grades A C), or O level (grades A C), or equivalent, normally including Mathematics and English Language. Work based learning is an integral part of the Foundation Degree programme. In order to undertake the assessment on the programme, a student must have access to an appropriate work environment (voluntary or paid; full time, part time or work placement). If during the course of the programme a student loses their work or access to the work place then they must inform the Programme Leader and secure an alternative position as soon as possible. It is the student s responsibility to secure such access in order to complete the assessment on the programme. Failure to secure access to an appropriate work environment may mean that the student is unable to complete the programme. Applicants are normally interviewed and may be required to undertake numeracy and literacy tests as part of the assessment by the College, to ensure that they possess the appropriate attributes to succeed on the programme and to check on the suitability of the work environment to which applicants have access. Full time students apply through UCAS, while part time students may apply direct to the College for admission to the Foundation Degree. 9

10 Admission with Credit Applicants with prior certificated or experiential learning may be admitted with credit for up to a maximum of 120 credits at Level 4 and 30 credits at Level 5. Applications for the award of credit must be made in writing following discussion with the College Course Leader and the University Liaison Manager. Documentary evidence will be required in support of the application. English Language Requirements Applicants whose first language is not English must also demonstrate that their level of English is acceptable, by achieving a score in a recognised test such as: British Council IELTS: normally minimum Level 6.0 overall with a minimum of 6.0 in the reading and writing components. The University s English language requirements can be found at to apply/undergraduate/undergraduate entryrequirements/ SECTION 7: STUDENT SUPPORT AND GUIDANCE Students can gain help, support and advice from their personal tutor and from services available at the Student Services department of the College to assist with topics such as accommodation, careers, jobs, financial advice, counselling services. Help with academic issues can be sought from the Personal Tutor and Module Leaders. Students are supported in a number of ways including: an induction programme before the start of formal teaching. Induction includes information on the programme structure and timetable, introduction to the library and College support services, and a visit to the Faculty at Oxford Brookes. a personal tutor at the College to help with academic development, offer personal support and provide information about College support services. a workplace mentor a member of staff at the student s workplace normally provides additional support and liaises with the personal tutor about programme requirements. an advisor at College assists students with their career development Students are provided with a Programme Handbook at the start of each academic year, and detailed module handbooks at the start of each semester. The Reading College handbook provides information on services available to students, useful local information, travel guides, local information and information about services provided by the College. It also signposts students to other useful information about living in Reading and the opportunities provided socially. As enrolled students of Oxford Brookes, students have access to all the University s support and disability services, including the Students Union and the Careers and Employment Centre. SECTION 8: GRADUATE EMPLOYABILITY Students graduating with an FdA may go on to work either as a sole trader, join an SME or join one of the blue chip organisations headquartered in Reading such as Microsoft, Prudential, Thames Water, Primark, Verizon, Oracle Corp etc. 10

11 Outlook for graduates in the Reading area remains strong with the Centre for Cities once again citing Reading as one of its top five economies in the UK. The flexible timetable enables students to remain in employment while undertaking the programme. SECTION 9: LINKS WITH EMPLOYERS The College organises a range of visiting speakers to underpin the students learning on the programme. Work based learning Work based learning is the central and integrating element of the programme where the academic knowledge and understanding is reinforced by the development of vocational skills. The programme comprises a range of work based tasks and activities related specifically to aspects of and Enterprise within the workplace. Students must be employed (voluntary or paid) for a minimum of 150 hours per year for the duration of the programme and are provided with opportunities to use the work place as a point of reference for their assignments. This enables them to appreciate the links between theory and practice and develop an understanding of key business related issues within a vocational context. To support this vocational learning, students normally have a work place mentor, whose role is to support them in the work place and to liaise with their personal tutor. As this is a Foundation Degree, most assessment requires students to draw on their experience at work and carry out research into business and enterprise. Assessment related directly to a student s place of work is specifically on the second year module Work based Project. Students may also have the opportunity to use their workplace as a point of reference for their assessment on other modules. SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision The most recent Ofsted inspection report (2014) highlights that: teaching and learning is a major strength learners make good progress and develop valuable employability skills teachers motivate learners well classrooms and workshops buzz with activity staff have well developed, productive links with employers learners participate fully in the life of the colleges senior leaders promote a culture of high expectations IT is plentiful and well used The inspection team awarded Activate Learning colleges Reading College, Banbury and Bicester College and City of Oxford College an overall rating of good with a number of areas rated outstanding (the highest possible grade). During their visit, the inspection team found high quality teaching and learning, strong leadership and outstanding challenge and support from the governing body. The percentage of lessons rated good or outstanding during the inspection was 89%, well above the 69% average for the sector, as recorded by Ofsted last year. 11

12 The programme is subject to a variety of quality assurance procedures, including: programme committee meetings held once a semester to enable staff and students to provide feedback on the programme a rigorous annual and periodic review process to ensure the currency and quality of the programme an external examining process that follows the University guidelines systematic end of module and end of programme monitoring and evaluation. Students are represented at both programme and College level, and feedback from employers is sought regularly. Since the programme is also delivered at Activate Learning s City of Oxford College, the programme teams work closely together with one another and with the University, to share best practice and to ensure that consistency is maintained. 12

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