Programme Specification Postgraduate

Transcription

1 Programme Specifcation PG 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: Master of Business Administration Online (in partnership with Laureate Online Education) 2. Programme Code: LMBA 3. Entry Award(s): Credit: Level: MA MSc PGDip 120 Level 7 PGCert 60 Level 7 MBA PG Award DPS CPS Other (please specify below: 180 Level 7 4. Exit Awards: Credit: Level: PGDip 120 Level 7 PGCert 60 Level 7 PG Award 30 Level 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: The PG Award is an unnamed exit award. 1 of 17

2 5. Date of first intake: January Frequency of intake: Continuous: 6 entry points each year. 7. Duration and mode of study: Part Time 2 6 years by online learning 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 General Ordinance for Modular Master s Degrees, Postgraduate Diplomas and Postgraduate Certificates 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: 10. Faculty: Humanities and Social Science 11: Level 2 School/Institute: The University of Liverpool Management School 12. Level 1 unit: NA 13. Campus: Online 14. Other contributors from UoL: 15: Teaching other than at UoL: NA Delivered in partnership with Laureate Online Education 16: Director of Studies: Dr C Moxham C.Moxham@liverpool.ac.uk 17: Board of Studies: Board of Studies for Online Programmes in Management 18: Board of Examiners: Board of Examiners for Online Programmes in Management 2 of 17

3 19. External Examiner(s): Name Institution Position 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): Dr Carole Elliott, Durham University Professor Nathan Joseph, Aston University NA Business and Management 22. Other reference points: AACSB EQUIS 23. Fees: Fees charged by Laureate Online Education, within the terms of the institutional agreement between Laureate and the University Additional costs to the student: NA 25: AQSC approval: Part B: Programme Aims & Objectives 26. Aims of the Programme No. The overall aim of the programme is to provide a comprehensive and high level education to managers who are part way through their careers. All modules on the programme are M-level (Master s level) modules. The objective in terms of assisting students is to be a constructive part of their career development. Aim: 1 To provide students with the capacity to apply knowledge of the principles and current issues relevant to general management roles in business organisations in new and unfamiliar circumstances. 2 To support the development of subject specific and key transferable skills necessary for employment in general management positions. 3 To support students in their personal and professional development. 4 To provide opportunities for students to acquire a range of analytical techniques required for the effective tactical and strategic management of business organisations. 5 To enable students to develop their IT skills and familiarity with a range of financial and statistical software. 6 To support the enhancement of skills of collaborative communication in an international context. 3 of 17

4 27. Learning Outcomes No. Learning outcomes Master s degree 1 Demonstrate a high level of self-awareness, and the ability to reflect on a range of sources of feedback to improve practice. 2 Differentiate between leadership and management and systematically apply theories of both in further learning. 3 Evaluate critically how the processes of strategic management can assist organisations in major corporate and business decisions relating to the scope, scale and direction of an organisation s activities. 4 Develop a systematic understanding and awareness of a range of perspectives of the global economy and the tensions of its operation around the world. 5 Demonstrate a conceptual understanding of key national and global macroeconomic trends and develop an understanding of the role of macroeconomic institutions in underpinning the functioning of markets. 6 Develop a critical awareness of the role and function of multi-national/ transnational companies in high and low income countries and the interrelationships between companies at the global level. 7 Exhibit a comprehensive understanding of the role of ethics in international business and the impact that has on strategy. 8 Demonstrate awareness of how key theoretical models and the managerial accounting framework can support financial decision-making in relation to costing, budgeting, performance evaluation and financial reporting. 9 Develop comprehensive understanding of theories and the application of techniques in finance and financial management to support resource management of a business. 10 Utilise financial data to analyse decision alternatives and identify consequences for profitability as well as all stakeholders. 11 Understand and critically reflect upon the evolving theories and practices associated with the management of people in work organisations at both a micro and macro level, and the role of managers in complex systems. 12 Develop an awareness of the psychology of behaviour in organisations and its implications for leadership of individuals and groups. 13 Understand and critically reflect upon the role that marketing plays in supporting the identification, analysis and exploitation of current and potential markets for an organisation s products and/or services. 14 Develop a systematic understanding of the changing roles of consumers in the 21 st century mediated by information and communication technology. 15 Evaluate critically the key theories of creativity and innovation and their implementation as a means for developing an organisational culture which supports these. 16 Understand and critically reflect on the role of operations strategy and operations management in achieving competitive advantage through efficiency and effectiveness. 17 Develop a conceptual understanding of resilience and a critical awareness of strategies for coping with disruptive change. No. Learning Outcomes Learning outcomes Postgraduate Diploma 18 Demonstrate a high level of self-awareness, and the ability to reflect on a range of sources of feedback to improve practice. 19 Differentiate between leadership and management and systematically apply theories of both in further learning. 4 of 17

5 20 Evaluate critically how the processes of strategic management can assist organisations in major corporate and business decisions relating to the scope, scale and direction of an organisation s activities. 21 Exhibit a comprehensive understanding of the role of ethics in international business and the impact that has on strategy. 22 Demonstrate awareness of how key theoretical models and the managerial accounting framework can support financial decision-making in relation to costing, budgeting, performance evaluation and financial reporting. 23 Understand and critically reflect upon the evolving theories and practices associated with the management of people in work organisations at both a micro and macro level, and the role of managers in complex systems. 24 Understand and critically reflect upon the role that marketing plays in supporting the identification, analysis and exploitation of current and potential markets for an organisation s products and/or services. 25 Evaluate critically the key theories of creativity and innovation and their implementation as a means for developing an organisational culture which supports these. No. Learning Outcomes Learning outcomes Postgraduate Certificate 26 Demonstrate a high level of self-awareness, and the ability to reflect on a range of sources of feedback to improve practice. 27 Differentiate between leadership and management and systematically apply theories of both in further learning. 28 Evaluate critically how the processes of strategic management can assist organisations in major corporate and business decisions relating to the scope, scale and direction of an organisation s activities. 29 Exhibit a comprehensive understanding of the role of ethics in international business and the impact that has on strategy. 30 Demonstrate awareness of how key theoretical models and the managerial accounting framework can support financial decision-making in relation to costing, budgeting, performance evaluation and financial reporting. No. Learning Outcomes Learning outcomes Postgraduate Award 31 Demonstrate a high level of self-awareness, and the ability to reflect on a range of sources of feedback to improve practice. 32 Differentiate between leadership and management and systematically apply theories of both in further learning. 27a. Mapping of subject-based learning outcomes: Learning outcome No. 1 KMBA710 KMBA711 Module(s) in which this will be delivered Mode of assessing achievement of learning outcome 2 KMBA710 PSRB/Subject benchmark statement (if applicable) 5 of 17

6 3 KMBA711 4 KMBA712 5 KMBA713 KMBA711 6 KMBA713 KMBA711 7 KMBA712 KMBA710 8 KMBA712 9 KMBA KMBA712 KMBA KMBA KMBA710 KMBA KMBA KMBA KMBA KMBA KMBA KMBA710 KMBA KMBA KMBA KMBA712 KMBA KMBA KMBA KMBA KMBA KMBA710 KMBA KMBA KMBA711 6 of 17

7 29 KMBA712 KMBA KMBA KMBA710 KMBA KMBA Skills and Other Attributes No. Skills and attributes: 1 Communication Skills: Students will have opportunities to develop written and oral communication skills through group discussions, presentations and coursework. This will be assessed by written assignments, reports, the dissertation and short individual and group presentations. 2 Problem Solving and Decision Making: Students will be challenged to think critically about organisational issues and dilemmas. They will do this by gathering and synthesising information, analysing alternative perspectives and options and presenting a considered opinion or course of action in their course assessment. 3 Numeracy Skills: Students will learn financial and statistical techniques. These are developed as part of the modules covering microeconomics, macroeconomics, econometrics and asset pricing theory. 4 Information and Communication Technology Skills: Students will have opportunities to improve their ICT skills. Students will demonstrate skills in the use of software applications including word processing, visual presentations, data bases, econometric packages, spreadsheets and using the scholarly sources for information searches in the course of researching and presenting coursework. 5 Group Working and Networking Skills: Some of the assignments will require students to work in groups and manage the interaction and relationships with other group members. In doing so, they will gain experience in negotiation, persuasion, influencing and managing conflict. Furthermore, students will be required to engage with fellow students and external business contacts in establishing a networked resource for the exchange of ideas and the development of future business relationships. 6 Personal Effectiveness: This applies to all modules where students will be encouraged to think critically about theory and practice and to challenge and critique assumptions about management, economic and financial theory. 7 Time management. This applies to all modules of the programme and is relevant for planning scheduled work and meeting assessment deadlines. This will be evident in the students independent management of their assignments and coursework and by meeting coursework deadlines. 28a. Mapping of skills and other attributes: Skills and other attributes No. Module(s) in which this will be delivered and assessed Learning skills, research skills, employability skills 1 ALL MODULES Teamwork, presenting, essay Mode of assessing achievement of the skill or other attribute 7 of 17

8 writing, discussions reports. 2 ALL MODULES Strategic (scenario) analysis of range of real, client and simulated case studies. 3 KMBA712 Financial understanding and decision making, financial statement analysis, investment decisions, case studies. 4 ALL MODULES Using Office software to prepare presentations and coursework. Searching the internet and electronic library catalogue for resources. 5 KMBA710 KMBA712 6 ALL MODULES KMBA650 KMBA750 Formative and summative groupwork assignments on leadership and financial management, assessed reflection on role of self and performance of team. Personal development plan to include networks. Critical thinking about diferent approaches to strategic management and how strategic analysis methods and techniques can be used in practice. Feedback from diagnostics, reflection on Personal Development Plan Personal Development Plan Dissertation or Consultancy Project 8 of 17

9 7 ALL MODULES KMBA650 KMBA750 theories and models of leadership and management. Personal Development Plan. Independent management of data sourcing, reseach and analysis. Dissertation or Consultancy Project 29. Career opportunities: The Programme is aimed at graduate-level entrants who are already in employment and in managerial positions. Graduates of the Programme have enhanced access to a wide range of managerial positions in the private, public and voluntary sectors. These include the major accountancy, financial and management services companies, blue chip manufacturing and service companies, major retailers, construction, engineering and IT sectors. Part C: Entrance Requirements 30. Academic Requirements: Route* Qualification Route 1 Masters Degree or Bachelors (Hons) Degree in any discipline OR Bachelors (Ordinary) degree, NVQ5 or equivalent professional qualification in a relevant discipline Route 2 HND / HNC, Certificate in HE, Diploma in HE, NVQ4 or equivalent professional qualification in a relevant discipline Route 3 No formal academic qualifications matching the above * - please refer to corresponding route in Work experience section 31. Work experience: Route* Experience Route 1 A minimum of three years relevant work experience 1 Route 2 A minimum of five years relevant work experience 1 Route 3 A minimum of seven years relevant work experience 1 or five years significant work experience Relevant work experience requires junior management responsibility (e.g. managing a small team of around 5 people or more, having responsibility for a small project and / or budget, working as a consultant on small projects). 2 - Significant work experience requires senior management responsibility (e.g. establishing / running a business, managing a large team of more than 10 people, having responsibility for a large project and / or budget, working as a consultant on large projects). 32. Other requirements: Applicants whose first language is not English must be able to demonstrate English proficiency comparable to a minimum of IELTS 6.5, TEEP 6.5, TOEFL 9 of 17

10 600 or GCSE C. Part D: Programme Structure 33. Programme Structure: Master of Business Administration: Required Modules KMBA710 Being a Leader (15 credits) KMBA711 The Organisation in Strategic Context (15 credits) KMBA712 Finance and Accounting for Managers (15 credits) KMBA713 Market Perspectives (15 credits) Innovation and Change (15 credits) KMBA650 Dissertation or KMBA750 Consultancy Project (60 credits) Elective Modules (all 15 credits) (3 to be selected) KMBA612 Business Leadership KMBA626 Global Leadership KMBA615 Entrepreneurship KMBA624 Financing the Entrepreneurial Organization KMBA627 Business in Emerging Markets KMBA628 International Business KMBA613 Investment Strategies KMBA622 Financial Reporting KMBA640 Managerial Accounting KMBA623 Business Finance KMBA633 Services Marketing KMBA634 Consumer Behaviour KMBA616 Strategic Human Resources Management KMBA635 Operations Management KMBA629 Entrepreneurship and Innovation in Emerging Markets KMBA639 Project Management Postgraduate Certificate in Business Administration: Required Modules KMBA710 Being a Leader (15 credits) KMBA711 The Organisation in Strategic Context (15 credits) KMBA712 Finance and Accounting for Managers (15 credits) 1 selected from the following 15 credit modules: KMBA713 Market Perspectives Innovation and Change KMBA612 Business Leadership KMBA626 Global Leadership KMBA615 Entrepreneurship KMBA624 Financing the Entrepreneurial Organization KMBA627 Business in Emerging Markets KMBA628 International Business KMBA613 Investment Strategies KMBA622 Financial Reporting KMBA640 Managerial Accounting KMBA623 Business Finance 10 of 17

11 KMBA633 Services Marketing KMBA634 Consumer Behaviour KMBA616 Strategic Human Resources Management KMBA635 Operations Management KMBA629 Entrepreneurship and Innovation in Emerging Markets KMBA639 Project Management Postgraduate Diploma in Business Administration: Required Modules KMBA710 Being a Leader (15 credits) KMBA711 The Organisation in Strategic Context (15 credits) KMBA712 Finance and Accounting for Managers (15 credits) KMBA713 Market Perspectives (15 credits) Innovation and Change (15 credits) Elective Modules (all 15 credits) (3 to be selected) KMBA612 Business Leadership KMBA626 Global Leadership KMBA615 Entrepreneurship KMBA624 Financing the Entrepreneurial Organization KMBA627 Business in Emerging Markets KMBA628 International Business KMBA613 Investment Strategies KMBA622 Financial Reporting KMBA640 Managerial Accounting KMBA623 Business Finance KMBA633 Services Marketing KMBA634 Consumer Behaviour KMBA616 Strategic Human Resources Management KMBA635 Operations Management KMBA629 Entrepreneurship and Innovation in Emerging Markets KMBA639 Project Management 34. Industrial placement/work placement/year abroad: NA 35. Liaison between the Level 2 Schools/Institutes involved: NA Part E: Learning, Teaching and Assessment Strategies 36. Learning, Teaching and Assessment Strategies: The Learning, Teaching and Assessment strategy for the programme ensures that the subject-based learning outcomes (section 26, above) are delivered and that students have the opportunity to develop the key skills (section 27, above) during their year of study. The strategy draws upon the requirements and recommendations of professional accrediting bodies such as AACSB (The Association to Advance Collegiate Schools of Business). A number of learning goals have been defined for AACSB 11 of 17

12 accreditation purposes and modules are reviewed annually to ensure that there is evidence of learning in relation to each of these goals. The AACSB goals are embedded in the outcomes and skills sections, above. The AACSB requirement that all learning goals must be assessed is now a formal part of School strategy and any proposed changes to the assessment methods used on a module are scrutinised by the Board of Studies in relation to both the programme s requirements and the AACSB requirements. The School s strategy requires that a diverse range of assessment methods should be used throughout a programme. This ensures that students have a range of assessment opportunities in which to provide evidence of their learning. The benefits of this are twofold. Firstly, there are wider opportunities for students to develop essential learning and employability skills, including teamwork, presentation skills, independent learning and written communication. Secondly, the School recognises the diversity of its student body and that some students may perform better in some types of assessment than others. By offering a range of assessment methods, the School ensures that all students have opportunities to excel as well as opportunities to develop their skills in assessment areas where they feel less confident. 36 a. Learning, Teaching and Assessment methods: The mode of delivery of taught modules is by online learning. This mode of study enables students to pursue modules via home study. Module delivery involves the establishment of an online classroom in which a relatively small group of students (usually 15-20) work under the direction of the module instructor, using an internet-based distance learning package. Module delivery proceeds via a series of one-week online seminars, each of which typically includes: An online lecture, and other learning materials, posted electronically to a public folder in the online classroom. assignments, which may include both reading assignments and practical work, results from which are posted to closed folders in the online classroom. Class discussions and group-based project assignments, facilitated and moderated by the class instructor, carried out within open folders. Communication within the online classroom is asynchronous, preserving the requirement that students are able to pursue the module in their own time, within the weekly time-frame of each seminar. Two broad principles inform the teaching and learning strategy: constructivism, and collaborative enquiry. Constructivism describes a view of learning in which students construct their own unique understanding of a subject, through a process which includes social interaction so that the learner can explain understandings, receive feedback from teachers and other students, clarify meanings, and reach a group consensus. Collaborative enquiry via internetmediated communication provides a framework for this mode of learning. The aim is to use the medium to foster the creation of a learning community which 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 will often bring to the class knowledge and expertise that is outside the experience of the module teacher, 12 of 17

13 and which can be shared with the group. A key feature of the approach is the use of moderated discussions of material introduced in the online classroom. Every taught module includes, each week, a discussion of topics specified by the instructor. Participation in these discussions is a requirement for students attending, and forms part of the basis for assessment. This requirement ensures a continuing commitment from the students to the learning process. Assessment is entirely based on work carried out in the online classroom, including contribution to discussions, weekly assignments, and longer individual or group-based projects. The weighting assigned to each component is prescribed separately for each module. The main aim of the assessment strategy is to verify the achievement of learning outcomes within the broad framework of the degree classification, i.e. at Pass (threshold), Merit and Distinction levels, rather than to produce a fine-grained classification. Projectbased modules, including in particular the concluding major dissertation or consultancy project, are also carried out online, normally via individual supervision. All communications that take place within the online classroom, including all assignments carried out by students and assessments by instructors, are recorded and are available for scrutiny by staff with appropriate access permissions. This enables two aspects of quality control: Module delivery is monitored by staff of the University of Liverpool Management School e-learning Unit to ensure that defined syllabi, procedures, and assessment processes are followed, appropriate standards are maintained, and to check for plagiarism. All assessment is subject to moderation both by the Management School e-learning Unit and by the external examiner. All students, at the start of the Programme, complete a (non-assessed) 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. The methods of assessment to be used on the online programme include: collaborative activities that take into account theoretical understanding of management, quality of dialogue with peers, contribution to debate; coursework assignments that include individual written work that relate theory to practice; project work that may be individual or group-based and cumulative over the time of study in the class. Over an eight-week period during which a class would normally run, 15 points of assessment usually occur. The following table provides the typical assessment model for all MBA modules apart from the intake module which runs over 12 weeks: 13 of 17

14 Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Weight Collaboration: X X X initial response X X Collaboration: participation (X) (X) X (X) X (X) X (X) Collaboration: individual summary 37. Assessment information for students: Code of Practice on Assessment X X X Module project (X) X (X) X 30% Personal development plan (PDP) The University has a Code of Practice on Assessment which brings 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: Each student's work in a module is assessed to provide an end-of-module grade that should represent work which typically has the characteristics described below: 50% (X) X (X) X 20% Assessment Points Grade Description 14 of 17

15 A* High Distinction-level work [Exceptional work Instructor is intellectually challenged by the student s contribution]: Factually almost faultless; authoritative coverage of topic; strong evidence of outside reading/research; substantial elements of originality and independent thought. Perceptive; aptly focused; very well written and directed. Exceeds all requirements. A Distinction-level work: Displays in-depth understanding of material; comprehensive coverage of topic; good evidence of outside reading/research; originality of thought or approach. Enlightening; well focused; very well written and directed. Exceeds most requirements. B Merit-level work: Factually sound (few, if any, minor factual errors); thorough understanding of material; evidence of relevant outside reading/research; some originality of thought or approach. Regular use of effective logical thinking, critical analysis and judgment. Suitably focused; well written and directed. Meets all requirements. C Pass-level work [Satisfactory work Worthy effort but undistinguished outcome]: Essentially correct, possibly missing important points, but no serious errors; good understanding of material but tending to be descriptive in approach; limited evidence of outside reading/research. Competently structured and reasonably well focused, but some weaknesses in expression / presentation. Possibly using large amounts of quotations. D Marginal work: Displays only limited understanding of material; incomplete coverage of topic; some significant factual errors and/or irrelevancies. Entirely descriptive in approach. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. F Unsatisfactory work: Evidence of inadequate effort. Many serious errors / misconceptions / omissions / irrelevancies. Poorly directed at targets. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. The majority of taught modules last for 8 weeks (the first module lasts for 12 weeks), and students receive grades for several items of work carried out each week. All these grades, whatever the weight of the individual assessment, will be based on the six-point scale: A*, A, B, C, D and F. The steps are as follows: a. For the purpose of averaging, the letter grades are replaced by numerical values as follows: A*=84, A=74, B=64, C=54, D=44, F=0. b. The series of weekly grades, now represented by the values noted above, are averaged separately for each component of assessment to produce the average component marks. c. The contribution to total mark is obtained by multiplying each component average by the corresponding weight shown in the final column 1. It should be noted that the weights are prescribed separately for each module, and can be found in the module specification. d. The total of the contributions calculated above produces (after appropriate rounding) the final mark for the module. It is this mark that will be used to determine the degree award and for inclusion in the Transcript. 1 These individual contributions need to be available explicitly and will be extremely relevant when students are allowed to resit one component rather than having to resit the whole module. 15 of 17

16 38. Student representation and feedback: A Staff-Student Consultation Committee is established in accordance with the University Code of Practice on Student Representation. The Staff-Student Committee will normally meet three times per year. The membership of the Staff-Student Committee, its terms of reference, and the manner in which it conducts its business will conform to the requirements of the Annex to the Code of Practice on Student Representation. Elections to the Staff- Student Committee will be carried out within the structure determined by the University Student Representation Steering Group. The Director of Studies will forward the student views and feedback to the Board of Studies and if appropriate to the module coordinator concerned. Actions and recommendations for actions by the board of studies resulting from the student feedback will be communicated back to the students through the Staff-Student Committee and informal channels ( , online notice boards etc.) One student will be elected by his/her fellow students on the course to act as the spokesperson to liaise with the Director of Studies on any general course issues which may arise during the course. In addition, this student will be co-opted onto the Staff-Student Committee and will liaise back to the student cohort. At the completion of the programme each student is requested to fill in an evaluation form covering the overall structure, delivery and perceived benefit to the student. Results of the evaluation are fed back to the programme team and the Board of Studies. Part F: Status of Professional, Statutory or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: NA 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 16 of 17

17 Annex Of Modifications Made To The Programme 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 17 of 17