University Advanced Diploma in Business Studies

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1 University Advanced Diploma in Business Studies Programme Specification May 2013 University of Derby Online Learning Commencing September 2013 Programme code JACS code OLUAG N100, N192, NN51 s

2 Table of Contents SECTION ONE: General Information... 4 Programme Title... 4 Mode of Study... 4 Programme Start Date/Review Date... 4 Awarding Institution... 4 Faculty Managing the Programme... 4 Relevant External Subject Benchmark Statement(s)... 4 External Accreditation... 4 Institute of Consulting... 4 JACS Codes... 4 Programme Specification Last Updated... 4 SECTION TWO: Overview... 5 Overview of the Programme... 5 Programme Aims... 5 SECTION THREE: Programme Learning Outcomes... 6 Knowledge and Understanding... 6 Intellectual Skills... 6 Practical and Subject Specific Skills... 6 Transferable Skills... 6 SECTION FOUR: Programme Structure & Curriculum... 7 Structure and Curriculum... 7 Prescribed Modules: Level Personal Development Planning... 7 SECTION FIVE: Learning & Teaching... 9 Learning and Teaching Methods... 9 Key Features of 12

3 SECTION SIX: Assessment...11 SECTION SEVEN: Admission...11 SECTION EIGHT: Student Support & Guidance...12 SECTION NINE: Post Programme Opportunities...12 SECTION TEN: Employer Links...12 Disclaimer This handbook is intended for the guidance of participants enrolled on an online programme delivered by the University of Derby Online. Whilst the content represents our intentions at the time this handbook was prepared it is the nature of higher education that programmes and content will change over time. Thus the University reserves the right to make such changes as it deems necessary from time to time, both before and after admission to the programme. 3 of 12

4 SECTION ONE: General Information Programme Title University Advanced Diploma in Business Studies Mode of Study Online Distance Learning Programme Start Date/Review Date Start date: September 2013 Period of Validation: Awarding Institution University of Derby Faculty Managing the Programme University of Derby Online Learning Relevant External Subject Benchmark Statement(s) QAA Degree Subject Benchmark Statement for General Business and Management (2007) External Accreditation Modules within this suite of programmes will be put forward for accreditation by: Institute of Consulting JACS Codes N100, N192 (Enterprise), NN51 (Marketing) Programme Specification Last Updated May of 12

5 SECTION TWO: Overview Overview of the Programme This programme is designed for students who wish to pursue a generic yet enterprising business course. The Advanced University Diploma in Business Studies programme is attractive to students who would like to work in consultancy and client facing roles, SMEs or become selfemployed. That said, there are of course many opportunities to join large organisations too. This programme provides you with a range of opportunities to develop skills and knowledge essential in contemporary business industries. You may aim to complete University Advanced Diploma in Business Studies for the purpose of Continuous Professional Development (CPD), and then further proceed to complete BA (Hons) Business Studies degree (top up) In addition, this programme will provide significant progression opportunities from existing EdExcel HND programmes and other Level 5 qualifications. Programme Aims The generic aims have been derived from the three purposes of business and management programmes listed in the QAA Subject benchmark statements: General Business and Management. The benchmarks, taken from the QAA document are: 1. Study of organizations, their management and the changing external environment in which they operate 2. Preparation for and development of a career in business and management 3. Enhancement of lifelong learning skills and personal development to contribute to society at large. Generic aims for the generic business programme derived from these three core guidelines are: 1. To prepare a student for a career in a rapidly changing business and social environment. 2. To provide a challenging, integrated programme of study that equips students with a sound general knowledge of organisations, their management and the global environments in which they operate. 3. To progressively develop cognitive, intellectual and practical skills within a relevant business and management context. 4. To progressively develop transferable graduate skills as a foundation for lifelong learning. 5. To develop personal, self-learning and team-working skills necessary for successful employment in business and management. The overall aim is to develop and nurture an understanding of the symbiotic relationship between all business functions, thus enabling you to become a more effective practitioner in 5 of 12

6 business situations. The linkage of academic discipline to practical scenarios, such as case studies will make the programme vocationally relevant and enhance your employability. SECTION THREE: Programme Learning Outcomes Knowledge and Understanding 1. Strategic decision making processes and client facing problem solving 2. Reinforcement of the holistic nature of all business operations. 3. Entrepreneurial activity across international boundaries. 4. The development of project management skills and their application. 5. The implementation of relationship management via public relations activity. 6. The impact of international markets on buying behaviour. Intellectual Skills 1. Critically evaluate theories, strategies and plans. 2. Develop awareness of strategic decision making in changing scenarios. 3. Demonstrate an independence of thought in developing solutions to a range of business related problems. Practical and Subject Specific Skills 1. Exhibit correct referencing and bibliographic skills when presenting the solutions to a variety of practical business scenarios. 2. Show the ability to treat all aspects of business as a whole rather than as separate disciplines. Transferable Skills 1. Communicate ideas effectively, both orally and in writing. 2. Manage time and work to deadlines. 3. Use information technology to retrieve, analyse and present data. 4. Work effectively and constructively as part of a group. 5. Work independently, demonstrating self-direction. 6. Self-appraise and reflect on the application of theory to practice. 6 of 12

7 SECTION FOUR: Programme Structure & Curriculum Structure and Curriculum The programme is studied in a part-time basis and the modules chosen have particular importance in preparing you for the world of work. There are three entry points for this programme in autumn, spring and summer. Prescribed Modules: Level 6 20 credits Consumer Behaviour (Autumn) 20 credits Delivering Winning Projects (Spring) 20 credits Leadership and Management in context (Summer) Personal Development Planning The programme team regard the integration of PDP into the programme as an essential requirement towards supporting student centred learning. This is essential also to one of the main outcomes of student participation upon the degree that of employability. This is promoted through development planning within the modules. Drawing on the model and range of graduate skills identified by Jackson, Sibson and Riebe (2013), these are grouped and mapped against each learning design type to ensure that you have the opportunity to develop all of them within your programme. To support the understanding and development of these skills you will be offered a skills diagnosis opportunity at the beginning of your programme. From this you will be directed to a range of resources to help you to develop your own competencies. During your programme you will be directed to activities that assist you in developing your career plan, your use of tools and technologies and your academic scholarship. The types of activities you encounter will be appropriate for the module (and learning design type) you are studying. This approach will give you the opportunity to develop and demonstrate new skills within your module and as you progress through your programme. 7 of 12

8 To support the understanding and development of these skills you will be offered a skills diagnosis opportunity at the beginning of your programme. From this you will be directed to a range of resources to help you to develop your own competencies. You are able to network with peers at the programme level as well as the module level, many of whom are globally located hence interaction and collaborative work offers you excellent networking opportunities. During your programme you will be directed to activities that assist you in developing your career plan, your use of tools and technologies and your academic scholarship. The types of activities you encounter will be appropriate for the module (and learning design type) you are studying. This approach will give you the opportunity to develop and demonstrate new skills within your module and as you progress through your programme. For students studying the short award University Advanced Diploma in Business Studies, opportunities will be offered to engage with the development of these graduate skills 8 of 12

9 however, it is not envisaged that students completing this programme will have gained the full range or depth of graduate skills. Jackson, D., Sibson, R. & Riebe, L. (2013). Delivering work-ready business graduates-keeping our promises and evaluating our performance. Journal of Teaching and Learning for Graduate Employability, 4 (1), SECTION FIVE: Learning & Teaching Learning and Teaching Methods The online delivery of this programme is guided by the University of Derby Online Learning s Academic Framework, which outlines the teaching and learning approach adopted in modules delivered online. Modules within this programme use the Self-paced, supported online learning learning design, and the Collaborative Online Learning design. In certain modules, there may be a blending of these two designs. The Portfolio Based Reflective Online Learning design is also utilised on the programme. Further details of the University of Derby Online Learning s Academic Framework and its teaching and learning strategy can be found at Key Features The key features of Self Paced, supported online learning modules are: You are provided with a set number of units of learning content. Content can be textual; can include video and audio material, screencasts or presentations with voiceovers. This is supported by additional optional activities such as discussion forums to enable you to ask questions of your peers and your tutor, to clarify your understanding and to engage in further development of the principles and ideas. Formative learning activities such as practice examples, worked examples and online quizzes are made available to you. Such activities enable you to interact, apply & exchange knowledge. The purpose of formative activity is to provide you with feedback so that you know how you are progressing. You may be provided with the opportunity to participate in a set number of live classroom sessions during the module; these provide you with real time access to your tutor and an opportunity to collaborate with your peers. Recordings of these sessions are made available to all students on the module; these are particularly useful for those unable to attend and for you to use in preparation for the module assessment strategy. The key features of Portfolio-based, /reflective Online Learning modules are: You are provided with professionally commissioned and developed online content which includes not only textual, but also video and audio material, such as presentations with 9 of 12

10 voiceovers. As you work through the module, you will need to complete set activities which compile into a portfolio of work forming your final assessment for the module. You will receive support from your tutor by sharing your portfolio as it develops and your tutor will facilitate and provide formative feedback on the production and development of your portfolio. You can also engage in discussions with your peers in a community space / discussion area. You may be provided with the opportunity to participate in a set number of live classroom sessions during the module; these provide you with real time access to your tutor and an opportunity to collaborate with your peers. Recordings of these sessions are made available to all students on the module; these are particularly useful for those unable to attend and for you to use in preparation for the module assessment strategy. The key features of Self-Paced Supported Online Learning and Collaborative modules are: You are provided with a set number of units of learning content. Content can be textual; can include video and audio material, screencasts or presentations with voiceovers. Some of the units of content contain optional tasks for you to undertake to apply or process the content. There will be a community space / discussion area for the module which is the primary space for you to receive support from your tutor and peers. At set point or points within the module, you are required to participate in online collaborative activity with a small group of your peers. However, these do/do not contribute towards the final assessment for the module The collaborative activity will take place within a private space for each group within the module s Community space on Blackboard. You may be provided with the opportunity to participate in a set number of live classroom sessions during the module; these provide you with real time access to your tutor and an opportunity to collaborate with your peers. Recordings of these sessions are made available to all students on the module; these are particularly useful for those unable to attend and for you to use in preparation for the module assessment strategy of 12

11 SECTION SIX: Assessment In addition to the above strategies, the following principles of assessment are : To ensure that at the very beginning of a module you are made very clearly aware of the specific, assessed, activities or online participation that will be required of you and of the assessment criteria involved. To take a well-planned approach to the initiation of new or unusual assessment activity, paying attention to the need for clear instructions and opportunities to undertake low-risk preparatory activities to support familiarity with the technology involved or the development of new skills. To ensure that sufficient time is allowed within modules where there are multiple assessment types for you to grasp the different approaches to assessment. To place an emphasis upon online collaboration involving a series of very relevant and transferable skills for the modern workplace. Full details of the overall assessment strategy supported by the University of Derby Online Learning s Academic Framework can be found at: SECTION SEVEN: Admission Within the context of the University s Mission Statement, equal opportunities and the Admissions policy, the course aims to attract a wide range of applicants. All applicants must satisfy the entry criteria but also be suitably prepared to achieve the aims and objectives of the course. Students wishing to gain access to either the Advanced University Diploma or top-up programme will be required to possess the equivalent of 240 credits at levels 4 and 5, usually 120 credits at each of these levels. The credits will be expected to be in a related discipline. These may include: Open University credits at level 5 equivalent to 120 credits. Overseas qualifications equivalent to the above Entry to the programme may be possible subject to the University s Accreditation of Prior Learning procedures which may give credit for prior skills, experience or learning. An applicant s significant life and work experience can be taken as the equivalent to traditional qualifications, but the Admissions Team reserves the right to interview an individual to ascertain the relevance of their work and life experience as an acceptable qualification for the programme Students whose first language is not English, will be required to achieve an IELTS score of of 12

12 We welcome and encourage applications from people of all ages as long as they can be considered adequately prepared to succeed on the programme. All students will be asked to provide evidence of academic potential and commitment to confirm their ability to undertake the programme. SECTION EIGHT: Student Support & Guidance Students undertaking the programme online will have access, both before formal entry to the programme and throughout their studies, to an Online Student Orientation. This serves the purpose of highlighting the particular needs of online study and preparing students for the online learning environment. A number of support mechanisms are available: a customer service and operations team provides advice and guidance on administrative, technical and pastoral support issues Senior Online Tutors provide academic guidance and refer students to central university services designed to support their academic and personal development within the programme More details of Online Student Support is discussed within the University of Derby Online Learning s Academic Framework, which can be found at : SECTION NINE: Post Programme Opportunities You may aim to complete University Advanced Diploma in Business Studies for the purpose of Continuous Professional Development (CPD), and then further proceed to complete BA (Hons) Business Studies degree (top up) SECTION TEN: Employer Links Once the programme has been designed, representatives from all realms of industry as well as professional bodies such as the Institute of Consulting, Chartered Institute of Marketing and CIPD, will have the opportunity to comment upon the design of the programme of 12

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