Programme Specification Postgraduate. Applicable to postgraduate programmes. Part A: Programme Summary Information

Transcription

1 Programme Specification Postgraduate Applicable to postgraduate programmes Please click here for guidance on completing this specification template. Part A: Programme Summary Information 1. Title of programme: MSc in and Business 2. Programme Code: MSC/OBP/DST 3. Entry Award(s): Credit: Level: MA MSc PGDip PGCert 60 7 PG Award DPS CPS Other (please specify below: 4. Exit Awards: Credit: Level: PGDip PGCert 60 7 PG Award 30 7 CPS Exit awards will automatically bear the name of the entry award. If an exit award is to be unnamed (i.e. it will show only the qualification achieved) or if it is to have a different name from the entry qualification you must indicate this below: 1 of 23

2 Students can be awarded a Postgraduate Certificate in if they have completed modules amounting to 60 credits. The following modules are compulsory: 1. & Behaviour Students can be awarded the Postgraduate Diploma in and Business if they have completed modules amounting to 120 credits. 1. & Behaviour others; the Otherwise, the award will be unnamed. 5. Date of first intake: June Frequency of intake: Continuous: approximately 6 entry points each year. 7. Duration and mode of study: Part Time 2-6 years: by online learning via the Internet 8. Applicable framework: University Framework for Full-time and Parttime Postgraduate Programmes Framework exemption required: Please indicate the applicable boxes: No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Ordinance 42 New/revised Ordinance required: Please indicate the applicable boxes: No (please go to section 10) Yes (please provide a brief summary below) Date new/revised Ordinance approved by Council: 2 of 23

3 10. Faculty: Health and Life Sciences 11: Level 2 School/Institute: ILT 12. Level 1 unit: School of 13. Campus: Online 14. Other contributors from UoL: 15: Teaching other than at UoL: None The programme is run in partnership with Laureate Online Education. All teaching is carried out by Honorary Recognised Teachers or Lecturers of the University of Liverpool. 16: Director of Studies: Dr Alexandra Forsythe 17: Board of Studies: HLS Online BoS 18: Board of Examiners: HLS Online BoE 19. External Examiner(s): Name Institution Position 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): Dr Pauline Mathews None Not applicable 22. Other reference points: QAA The UK Quality Code for Higher Education 23. Fees: Fees charged by Laureate Online Education, within the terms of the institutional agreement between Laureate and the University of Liverpool Additional costs to the student: Textbooks; Photocopying / printing charges; binding of theses. 25: AQSC approval: Part B: Programme Aims & Objectives 26. Aims of the Programme The programme is designed for students who wish to enter a career that makes use of research and/or applications of psychological theory as it 3 of 23

4 No. relates to practical local and global problems and issues. As such this program aims to produce postgraduate students with knowledge of both practical and theoretical aspects of human behaviour in the workplace and to empower students to innovatively and creatively apply their theoretical knowledge to the resolution of pressing issues related to organisational / business. Outcomes of this programme will be demonstrated through the assessment procedures outlined in section 35. Aim: The specific aims are to: 1 Develop knowledge of how this understanding can be applied to solve a number of local and global issues that require sophisticated understanding of individual and social determinants of behaviour; 2 Develop methodological skills for systematically tackling conceptual problems and critically evaluating current research and achieving advanced scholarship in the discipline; 27. Learning Outcomes No. Learning outcomes Master s degree and Business students should be able to: 1 Demonstrate a thorough understanding of 5 areas pertinent to organisational (personality, Personality, and Intelligence, development and change, coaching and global talent management) 2 Acquired the skills to enable them to plan, execute, analyse and report research of a publishable or near publishable quality of relevance to organisational and business. 3 Critically evaluate contemporary local and global issues in employment and industry using a psychological perspective. 4 Develop a portfolio of significant personal achievements, based on selfassessment, peer support and external evaluation No. Learning Outcomes Learning outcomes Postgraduate Diploma 1 Demonstrate a thorough understanding of 5 areas pertinent to organisational 3 Critically evaluate contemporary local and global issues in employment and industry using a psychological perspective. 4 Develop a portfolio of significant personal achievements, based on selfassessment, peer support and external evaluation No. Learning Outcomes Learning outcomes Postgraduate Certificate Critically evaluate contemporary local and global issues in employment and 4 of 23

5 industry using a psychological perspective. Develop a portfolio of significant personal achievements, based on selfassessment, peer support and external evaluation No. Learning Outcomes Learning outcomes Postgraduate Award The learning outcomes for the Postgraduate Award are variable, depending on the modules to the value of 30 credits that have been successful passed. 27a. Mapping of subject-based learning outcomes: Learning outcome No. 1 Demonstrate a thorough understanding of 5 areas pertinent to organisational 2 Acquired the skills to enable them to plan, execute, analyse and report research of a publishable or near publishable quality. Module(s) in which this will be delivered LPSY302 Mind, Brain and Behaviour LPSY316 Personality, others; the of leadership LPSY302 Mind, Brain and Behaviour LPSY316 Personality, Mode of assessing achievement of learning outcome By continuous assessment through short answer discussion assessments. PLL (personal learning log) and by extended essay and dissertation By continuous assessment through short answer discussion assessments. PLL and by extended essay and dissertation PSRB/Subject benchmark statement (if applicable) N/A N/A 5 of 23

6 3 Critically evaluate contemporary local and global issues in employment and industry using a psychological perspective. 4 Developed a portfolio of significant personal achievements, based on self-assessment, peer support and external evaluation others; the of leadership LPSY316 Personality, others; the of leadership LPSY302 Mind, Brain and Behaviour others; the of leadership By continuous assessment through short answer discussion assessments. PLL and by extended essay and dissertation By continuous assessment through short answer discussion assessments. PLL and by extended essay and dissertation N/A N/A 6 of 23

7 28. Skills and Other Attributes No. Skills and attributes: degree programmes will offer opportunities for students to experience, learn, practice and be assessed on important skills. Studying will provide a diversity of skills that will prepare students both for a career as professional psychologists and a perspective that provides a distinctive contribution to other, diverse professions. (Primary methods of assessment are in brackets.) Preliminary modules are concerned with the development of empirical skills, including the collection and analyses of data using diverse subject specific methods and generic skills, including use of computers in statistical analyses. LPSY303 deals with methodology and analysis. 1 Communicate effectively, both in writing and orally (written essay, oral presentation) 2 Comprehend and use data effectively (practical exercises and reports) 3 Use computers and be computer literate (practical exercises and reports, coursework essays) 4 Retrieve and organise information effectively (written essays and practical exercises and reports) 5 Critically handle primary source material (written essays, practical reports, oral presentations) 6 Problem solve and reason in a systematic and objective manner (written essays, practical reports) 7 Develop group working and cooperative strategies to maximise skills (practical reports) 8 Learn to become independent and pragmatic as learners (written essays, practical reports) 9 Recognise distinctive psychological contributions to issues of business and organisational (learning logs, written essays, practical reports, discussion questions) 10 Identify general patterns and issues that influence varied psychological functions (learning logs, written essays, practical reports, discussion questions) 11 Carry out empirical studies involving a variety of methods of data collection, including; observation, questionnaires, psychometric tests and experiments, and examine practical and theoretical issues associated with different methods (practical exercises, reports, dissertation) 12 Analyse data using a variety of both qualitative and quantitative methods (practical exercises, dissertation, reports) 13 Present and evaluate research findings (practical reports, discussion questions) 14 Carry out an extensive piece of independent empirical research (practical reports, dissertation) 15 Demonstrate an awareness of the ethical concerns within the discipline, especially in the conduct of empirical studies, including knowledge of the guidelines published by the British Psychological Society and the local and global institutional procedures for obtaining ethical approval. 7 of 23

8 28a. Mapping of skills and other attributes: Skills and other attributes No. Generic 1 Communicate effectively, both in writing and orally Generic 2 Comprehend and use data effectively Generic 3 Use computers and be computer literate Module(s) in which this will be delivered and assessed others; the others; the research skills, employability skills employability and research skills Research skills, learning skills, time management skills Employability, team working skills Mode of assessing achievement of the skill or other attribute By continuous assessment through short answer discussion assessments and by extended essay and dissertation. By continuous assessment through short answer discussion assessments and by extended essay, learning log and dissertation. Practical exercises and reports, coursework essays 8 of 23

9 Generic 4 Retrieve and organise information effectively Generic 5 Critically handle primary source material others; the others; the others; the employability employability, research skills. By continuous assessment through short answer discussion assessments and by learning log, extended essay and dissertation. By continuous assessment through research assessments, dissertation and by extended essay 9 of 23

10 Generic 6 Problem solve and reason in a systematic and objective manner Generic 7 Develop group working and cooperative strategies to maximise skills Subject Specific 8 Integrate ideas and findings across the multiple perspectives in others; the others; the others; the Research skills, employability, numeracy. Research skills, employability, employability, research skills. By continuous assessment through research assessments, dissertation and by extended essay By continuous assessment of discussion questions, learning logs, written essays, practical reports, discussion questions 10 of 23

11 Subject Specific 9 Recognise distinctive psychological contributions to issues of business and organisational Subject Specific 10 Identify general patterns and issues that influence varied psychological functions Subject Specific 11 Carry out empirical studies involving a variety of methods others; the others; the employability, research skills. employability, research skills. employability, research skills. learning logs, written essays, practical reports, discussion questions learning logs, written essays, practical reports, discussion questions practical exercises, reports, dissertation 11 of 23

12 of data collection, including; observation, questionnaires, psychometric tests and experiments, and examine practical and theoretical issues associated with different methods Subject Specific 12 Analyse data using a variety of both qualitative and quantitative methods Subject Specific 13 Present evaluate findings and research others; the others; the others; the employability, research skills. employability, research skills. practical exercises, dissertation, reports practical reports, discussion questions 12 of 23

13 Subject Specific 14 Carry out an extensive piece of independent empirical research employability, research skills. practical reports, dissertation Subject specific 15 Demonstrate an awareness of the ethical concerns within the discipline, especially in the conduct of empirical studies, including knowledge of the guidelines published by the British Psychological Society and the local and global institutional procedures for obtaining ethical approval. others; the employability, research skills. practical reports, dissertation 29. Career opportunities: On completion of the programme, students will have a foundation in the science of and expertise in 4 contemporary areas of organisational /business. The resulting knowledge, skills and attitudes will enable students to put psychological principles into effect in a variety of settings which include research, practice and the interface of applied research in organisational settings as well as advanced knowledge in up to date developments in the fields of leadership, evidence, global talent management, and organisational change. This programme of study is aimed at students who wish to develop skills in career areas concerned with creating effective sustainable performance at an organisational, group and individual level. This program of study equips those tasked with leading their organizations through change with an understanding about human behaviour and motivation, the ability to critically analyze a problem, formulate a considered response, create an argument and generate new ideas. As 13 of 23

14 well as offering career opportunities that aim to get the best performance from employee (such as Human Resource Management and Training), this course of study aims to develop knowledge of independent consulting in areas such as leadership and coaching. Part C: Entrance Requirements 30. Academic Requirements: Academic Requirements The programme is available to any University graduate. This will normally include: University graduates in or related programmes from an approved university. Non--related graduates, and others who have satisfied the requirements of approved exam boards, or have satisfied the University that they are suitably qualified to undertake a postgraduate programme. They must have at least two years professional experience, and either completed the final examination of an approved professional institution (University Grants Commission, International Ranking Expert Group etc), or obtained some other qualification approved for this purpose by the University, In addition, applicants require a GCSE Grade 3 (grade C) or GCE O Level pass in Mathematics and English, or an equivalent qualification. Applicants whose first language is not English will also normally be required to have passed the IELTS (International English Language Testing System) examination, the TOEFL examination or the TEEP (Test of English for Educational Purposes) examination before commencing the programme. The following standards are required: IELTS/TEEP: an overall score of at least 6.5 a score of at least 7 on each of the reading and writing elements of IELTS/TEEP the IELTS reading and writing tests taken by candidates must be the Academic Reading and Academic Writing tests TOEFL: a score of at least 570 on the paper based test, or a score of at least 230 on the computer based test (with a score of at least 4.5 on the essay section of the test) a score of at least 88 on the internet based test with a minimum of 22 in both the reading and the writing components. 31. Work experience: See Academic requirements 14 of 23

15 32. Other requirements: No further requirements Part D: Programme Structure 33. Programme Structure: All compulsory 1. (15 credits) 2. (15 credits) 3. (15 credits) 4. (15 credits) 5. (15 credits) 6. others; the (15 credits) 7. (15 credits) 8. (15 credits) 9. LPSY315 Masters level will have a 60 credit dissertation. 34. Industrial placement/work placement/year abroad: N/A 35. Liaison between the Level 2 Schools/Institutes involved: Delivery of the programme is via an institutional partnership between the University and Laureate Online Education. Staff involved in the delivery and development of the programme liaise on a daily basis with colleagues at Laureate who are responsible for the day-to-day management of the programme though the University retains authority over all academic aspects of the programme and its delivery. Appropriate Laureate personnel are represented on the Board of Studies and Board of Examiners, together with representatives of the e-learning Unit, the Department of, and the Faculty of Health & Life Sciences. Part E: Learning, Teaching and Assessment Strategies 36. Learning, Teaching and Assessment Strategies: Two principles inform the teaching and learning strategy: scaffolding and embodied experience through constructionism and collaborative enquiry. A scaffold is a temporary framework that is put up for support and access to meaning. It is gradually removed when the student secures control of success with a task. We also recognise that there is compelling evidence that nearly all of our experiences are in some way grounded in 15 of 23

16 the body. This suggests that the embodied experiences can lead to more effective learning. This program of study includes problem based learning approaches emulating real life experiences. Constructivism describes a view of learning in which students construct their own unique understanding of a subject through a process that includes social interaction, so that the learner can explain understandings, receive feedback from instructors and other students, clarify meanings, and reach a consensus among those in a module or class. Collaborative enquiry via Internet-mediated communication provides a framework for this mode of learning. The aim is to use the medium to foster the creation of a learning community that will enable dialogue between participants, sharing of information, and collaborative project work. This mode of learning is particularly appropriate when, as in this case, the students themselves bring to the class knowledge and expertise that is outside the experience of the module instructor, and which can be shared with the group. Our tutors use both hard and soft scaffolding to facilitate the development of collaborative enquiry and the coconstruction of knowledge. In earlier modules students are provided with additional reading resources, notes and guidance to enable them to reach a higher level of thinking whilst they develop their technological skills in the virtual learning environment. This contingent scaffolding is gradually softened as the student s confidence grows. It is replaced with reciprocal scaffolding; students helping each other, analysing problems together, determining and evaluating solutions. The role of the tutor is to converse, question and provide constructive feedback. In later specialist modules, when the scaffolding of their learning has now reached a page of supported independence, the teaching strategy is based on the concept of active participation. Activities are designed so that students are actively involved in solving real world problems within their organisation, by applying knowledge, skills and attitudes developed through their course of study. This philosophy, drawn from work-based learning, is concerned not only with the development of competencies from this module, but also the development of future competences. This means that knowledge is introduced to students within an applied context and the student will strive to integrate this knowledge to their individual working environment. Curriculum design blends virtual learning environments with problem based learning with the focus on solving real world concrete problems, issues and concerns. 16 of 23

17 Communication within the virtual classroom, whether by asynchronous or synchronous exchange, will preserve the requirement that students are able to pursue the module in their own time, within the timeframe of each assignment. This flexibility of delivery is designed to more closely meets the varying needs of our students and their employers. Modules adhere to the following structure: All students, at the start of the programme, complete an online induction module to gain familiarity with the learning system and software being used. This serves an additional purpose of verifying the English-Language skills of any students for whom this is not their first language, before the start of the programme proper. This element may include for example Study skills; Academic integrity principles; English language support; Numeracy support. Programme delivery takes place within the virtual classroom. Here a small number of students (usually 15-20) study under the direction of the online tutor. Communication within the virtual classroom, whether by asynchronous or synchronous exchange, will preserve the requirement that students are able to pursue the module in their own time, within the timeframe of each seminar. Individual modules will incorporate the following elements. A tool kit of learning activities including projects, group exercises, individual reflection and thinking, discussion showing clarification, argumentation, critique, and constructive challenge. Learning activities are chosen to reflect the stage of the student journey with for example, early modules benefiting from the inclusion of more media. A substantial proportion of learning in each module will be based on discussion and participation; this requirement should not constrain the development from adopting innovative approaches. Weekly student engagement with a designated learning activity. To help students manage their learning in the online environment many modules within the programme adopt a project planner strategy. In which larger projects are broken up into component parts. The aims are to: help students be progressively progress through the module without becoming overwhelmed. To enable students to evaluate their progress whilst being afforded the opportunity to ask for (and receive) help, assistance, and support on projects. 17 of 23

18 Assessment strategy Online contact time: Module delivery takes place within the virtual classroom. Here students study under the direction of the online teacher. Facilitated peer group discussion groups led by trained instructors using the teaching platform Blackboard. Participatory group exercises will lead to summative assessment. Participation is a critical part of learning within all online modules. Online, asynchronous discussions are essential preparatory work for both individual and group assignments. Communication within the virtual classroom, whether by asynchronous or synchronous exchange, will preserve the requirement that students are able to pursue the module in their own time, within the timeframe of each assignment. The discussion questions pose a question and the student answers in writing, supported with peerreviewed research. Students are then required to respond to another students answer. This strategy helps the tutor to determine whether students understand what is being, or has been, presented, and helps students to extend their thinking, generate ideas, or solve problems. Directed reading using published learning materials including preparation of self-assessment exercises, critical appraisal of published work and preparing for individual and group assessments. Formative feedback will promote students development of higher-ordered thinking and the ability to critically evaluate. The program will aim to develop the ability to call into question the student s own assumptions, perspectives, and beliefs, in comparison with possible alternative perspectives. Written assessments will include assessment of the ability to: critically appraise research and evidence, evaluate and apply appropriate knowledge to practice, critically reflect on the learning process and content and its significance to psychological practice; and the ability to use key academic writing skills, including appropriate and consistent referencing and citation. A learning log is an on-going, visible record kept by a student and recording what he or she is doing or thinking while working on a particular task or assignment. It can be used to assess student progress and growth over time. All content and grades in all classes are subject to monitoring by staff at the University of Liverpool. 36a. Learning, Teaching and Assessment methods: A variety of methods are used to assess the module and programme outcomes. These may include, but are not limited to: Reflective Professional Learning Log Short report writing Project-based group work 18 of 23

19 Online synchronous and asynchronous discussions Extended essays Individual research project in the form of a Dissertation Learning log example: Example : Holism refers to any approach that emphasizes the whole rather than their constituent parts. In other words the whole is greater than the sum of its parts. Qualitative methods of the humanistic approach reflect a holistic position. Social also takes a holistic view. A holistic approach therefore suggests that there are different levels of explanation and that at each level there are emergent properties that cannot be reduced to the one below. Reductionist explanations, which might work in some circumstances, are considered inappropriate to the study of human subjectivity because here the emergent property that we have to take account of is that of the whole person. Otherwise it makes no sense to try to understand the meaning of anything that anybody might do. Self appraise your career progression to date from a holistic perspective. Example Individual hand In assignment with presentation The aim of this assignment is to valuate the evidence for the value of social learning theory in developing a growth mindset. Format: This will be a presentation utilizing software with inserted audio. Prepare a presentation for staff development purposes that answers the following question. What role does social learning play in developing a growth mindset. Example of HI research study question Building on points raised in the discussion question posted this week, design an experiment to evaluate the phenomena you identified in your discussion question. Utilizing the template provided, create a research study proposal to investigate the topic that you identified in the Discussion Question. Your proposal should include: - A rationale. - A hypothesis or research question. - A clear methodology to investigate the research question or hypothesis. - Suggestions about how you would analyse the data. With your proposal design include a case for support examining issues of cultural equivalence, psychic unity, ethics and other pertinent issues explored in this weeks reading materials. 37. Assessment information for students: Code of Practice on Assessment The University has a Code of Practice on Assessment which brings 19 of 23

20 together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include: The University marks scale, marking descriptors and qualification descriptors; The framework for modular, postgraduate programmes; Information about students progress, including guidance for students; The procedure for assessment appeals; Regulations for the conduct of exams; The University s policy on making adjustments to exam arrangements for disabled students. The code of practice relating to external examining (see also below) The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students; The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and The policy on providing students with feedback on assessment. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is specific to your cohort: A summary of key assessment information is also available in the Your University handbook. Marking criteria: Students receive grades for different units of assessment carried out over the course of each module. Grading is founded on a six-point scale: A* A B C D F. The grade descriptors to be used in association with this six-point scale are presented in Table 1 below. These grades are converted into a weighted average final mark (expressed as a percentage) for each module. These final module marks will then be used to determine the degree award and for inclusion in transcripts. The weightings given to each component making up individual modules are specified in the module specifications. Major projects (such as the final dissertation) will be assessed directly using a numeric scale (as prescribed in the appropriate module specification). Grade Description Key features Outstanding 80%+ Outstanding work. Factually almost faultless; clearly directed; logical; comprehensive coverage of topic; strong evidence of reading/research outside the material Distinction: 20 of 23

21 Excellent 70-79% Distinction Very Good 60-69% Merit presented in the programme; substantial elements of originality and independent thought; very well written. Excellent work. Logical; enlightening; originality of thought or approach; good coverage of topic; clear, in-depth understanding of material; good evidence of outside reading/research; very well written and directed. Very Good work. Logical; thorough; factually sound (no serious errors); good understanding of material; evidence of outside reading/research; exercise of critical judgement; some originality of thought or approach; well written and directed. Good 50-59% Good work. Worthy effort, but undistinguished outcome. Essentially correct, but possibly missing important points. Largely derived from material delivered in the programme, but with some evidence of outside reading/research; some evidence of critical judgement; some weaknesses in expression/ presentation. Marginal Fail 40-49% Inadequate work. Incomplete coverage of topic; evidence of poor understanding of material; Poor presentation; lack of coherent argument. Fail <40% Unsatisfactory work. Serious omissions; significant errors/ misconceptions; poorly directed at targets; evidence of inadequate effort. Originality; Well-directed independent thought. Pass: Essentially correct and complete; Competence; Critical judgement Fail: Significant weaknesses, but serious effort. Fail: Little or no achievement of learning outcomes 38. Student representation and feedback: Due to the nature of delivery of the programme, a Liverpool-based staff-student committee is not appropriate, and the world-wide distribution of the student body makes physical participation in programme meetings impracticable. The principal channel for students to communicate with their colleagues and with staff will be, in keeping with the medium for programme delivery, the Internet. Each module delivered establishes a virtual classroom within which the module instructor will communicate with students to deliver module materials, receive coursework assignments, and facilitate class discussions. This mechanism automatically provides a framework for students to share concerns with their colleagues and with staff, either privately or publicly within the class. Each student is assigned a Student Support Manager (SSM) at Laureate, whose role includes that of acting as a personal tutor and concerns can be raised privately via the student s SSM. Additionally, there has been established a Staff Student Liaison Committee (SSLC) compromising of two nominated 21 of 23

22 student representatives, the UoL Director of Studies and the Laureate Director of Online Studies. Approximately one month before each meeting of the Board of Studies, the SSLC will meet via Skype or teleconference. The student representatives will feedback on the discussions and the outcomes of the Board of Studies to the wider student body. The quorum of the meeting will be in line with the University policy. Feedback on the delivery of individual modules is provided through the completion of an end of module questionnaire to all students attending the module. A summary of the questionnaire returns is given to the module instructor, who is asked to comment on this and any other issues arising in the delivery of the module. This report is further augmented by comments from a member of staff from the UoL team. Each module delivery is reviewed by the Board of Studies, which is provided with the composite module report, including the questionnaire summary. An overall summary of student feedback is also presented for consideration at each meeting of the Board of Studies. These reports are also made available to the Board of Examiners. Link to student representation documentation Part F: Status of Professional, Statutory or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: N/A Part G: Diversity & Equality of Opportunity and Widening Participation 40. Diversity & Equality of Opportunity and Widening Participation: The programme design, structure and content are consistent and compliant with the University's Diversity and Equality of Opportunity Policy. ANNEX 1 Annex Of Modifications Made To The Programme 22 of 23

23 Please complete the table below to record modifications made to the programme. Description of modification (please include details of any student consultation undertaken or confirm that students consent was obtained where this was required) Minor or major modifications Date approved by FAQSC Date approved by AQSC (if applicable) Cohort affected 23 of 23