City College Norwich: HEQEST, Quality Improvement PROGRAMME APPROVAL APPLICATION. Form PAA1

Transcription

1 City College Norwich: HEQEST, Quality Improvement PROGRAMME APPROVAL APPLICATION Form PAA1 LTC10D016 Learning and Teaching Committee PROGRAMME APPROVAL APPLICATION AND OUTLINE PROGRAMME SPECIFICATION FOR AWARDS MADE BY THE UNIVERSITY OF EAST ANGLIA: VALIDATED PROVISION at CITY COLLEGE NORWICH Tick one This is a proposal for A new programme (not replacing existing provision) A new programme replacing existing provision A significant modification to an existing programme The revalidation of an existing programme Note that Sections 1-6 are designed to comply with the QAA guidelines for the preparation of Programme Specifications. PROPOSED START DATE : January 2011 or September 2011 SECTION 1: PROPOSING SCHOOL AND PROGRAMME DETAILS (a) Proposing School: (b) Proposed programme Award and Title (including all named Pathways) (c) Awarding Body (d) Teaching institution The School of Creative and Business Industries FdA in Retail UEA City College Norwich (e) Additional details FOR TAUGHT PROGRAMMES REQUIRING ATTENDANCE FOR ONLINE OR DISTANCE LEARNING TOTAL CREDIT VOLUME FOR WHOLE FHEQ LEVEL OF FINAL AWAR 240 FdA MODE( S) OF STUDY Part time PLANNED DURATION OF PROGRAM ME 2 year years PT PLANNED DELIVERY PATTERN (WEEKS PER SEMESTER) PLANNED DELIVERY HOURS PER WEEK Please refer to Staff Resourcing Model below BRIEF DETAILS OF CONTACT/ SUPPORT FOR STUDENTS Individual student support through online, telephone and other means plus workshops for group interaction. LANGUAGE OF INSTRUCTI ON (IF NOT ENGLISH) n/a UCAS CODE n/a

2 FDA RETAILING: STAFF RESOURCING MODEL TARGET PRICE p.a. per student 2000 Cohort size 10 Support per 20 credits (hours) per student 4 Assessment hours (marking and feedback) per 20 credits per student 1 Assessment hours (design and verification) per module 2 Tutor support Year 1 Delivery Asst Total hours In store customer marketing Managing Information Retail Operations Retail Environment Consumer behaviour Personal Professional Development Workshop 24 Course Management 24 Assessment design and verification Total staff hours Year 1 90 Tutor support Year 2 Year 2 cohort (90%) Personal Professional Development Manage Retail Customer Service Retail Law Manage and Develop People in Retail Leadership in Retail OR Supply Chain Management Workshop 24 Course Management 24 Assessment design and 10 ccn-uea Programme proposal document (template) 2 of 25 CCNUEA proposal document

3 verification 58 Total staff hours Year 2 86 (f) Will the proposed programme replace an existing programme or programmes? If YES, please state title(s) and programme code(s) of replaced programme(s): NO (g) Exit Awards below final award? If YES, please specify: NO (h) Does the programme include Work Based Learning/Skills for Work modules (i.e. as incorporated in Foundation degrees) NO and/or: Compulsory placement(s) or work-based practice NO If yes please give details However, there will be modules that will draw on work based information and reflection (i) Will the proposed programme be operated in partnership with any other organisation? YES If YES: (i) Give the name of the partner: Foundation degree Forward and MMC Learning in Manchester (ii) Briefly describe the nature of the collaborative arrangement/partnership: The on-line service is subcontracted to MMC Learning in Manchester which is an affiliate company of Manchester Metropolitan University Business School, and is supported by staff who are experienced in supporting remote students and tutors in a work based learning environment. MKM provide services (technology and content infrastructure) for support of delivery of the Foundation Degree in Retailing (essentially online learning material. ccn-uea Programme proposal document (template) 3 of 25 CCNUEA proposal document

4 SECTION 2: RATIONALE FOR AND AIMS OF THE PROGRAMME 2.1) Rationale (Justify the proposal in terms of its strategic fit with School /college development plans, the College Strategy for the Development of Higher Education, regional and national priorities for addressing knowledge and skills shortages and/ or the specific needs of employers and or potential students. Pay particular attention to the provision of progression opportunities and any articulation agreements or progression accords that this proposal will underpin). This rationale provides an explanation for programme of study and validation, which is being sought by the School of Creative Business Industries, as part of City College Norwich (hereafter referred to either as CCN, or The College ). The rationale behind the programme, based on generic educational objectives, market research and existing experience of providing similar programmes. Proposals outline aims and objectives of the programme and specifies the content, sequence and learning/assessment experiences of potential students. The proposal also establishes the procedures for the management and evaluation of the programmes, including course staffing details, quality assurance, enhancement and review processes. The programme of study rationale is based upon meeting the needs of a number of (partner) stakeholders. The overarching needs and goals of the programme are to: (a) provide a flexibly delivered higher level of applied learning and (b) prepare graduates of the programme for their roles in retail management, be that with an established employer or in a venture of their own as an entrepreneur. With these goals in mind, the rationale of this programme recognises that needs of employers vary. Although the programme aims to develop transferable skills, it also accommodates the heterogeneity of small businesses that are particularly prevalent within the local economy. The programme also accommodates the more specific needs of learners, as consumers; namely, enhancing the prospect of them taking advantage of workplace opportunities and providing opportunities for personal growth and stimulation. The programme will therefore be interesting and challenging to students. At the heart of the programme is the development of learning and skills. Thus, as well as studying bodies of knowledge relating to retail and management, and developing competence in a variety of relevant retail-related skills, students will also learn through their experience on the programme. As a consequence, they will develop their ability to think for themselves, to make decisions, and to collaborate, as potential retail managers of the future. In essence, the programme will help to prepare students both for development in the workplace and for their own lifelong learning. This will be achieved by offering a programme of study which is rewarding, distinctive, self-managing, demanding and developmental. ccn-uea Programme proposal document (template) 4 of 25 CCNUEA proposal document

5 2.2) Aims (Explain the purpose of the award in terms of the overarching educational and skills development a successful student will achieve, the vocational and or further personal professional development opportunities that may follow and the audience for whom the programme is intended). The Aims of the proposed programme are: I II III IV V VI VII VIII IX X To provide a stimulating and applied programme of work that will develop the student as reflective, independent and flexible; To provide a programme of learning that will develop the learners transferable, work-based skills; To develop the students higher learning skills and specific work-based skills and competencies; To develop the students generic skills that will enable learners to perform effectively and develop within their chosen workplace; To inculcate in the learner a philosophy of life-long learning at work, through work and for work; To develop skills in the work force to meet identified and primarily regional and local employment needs; To enhance the learners understanding of the work sector; To enhance learners employability and career development opportunities; To widen participation in and progression through higher education; To prepare the student for further work related and/or professional studies. 1.3 Objectives The objective of the programme is to produce graduates with the abilities most valued in retail, managerial and professional life, i.e. an internal and external entrepreneur with relevant skills: transferable skills, intellectual skills and inter-personal skills. The programme will also help students to understand and cope with the changing business environment. The following specific objectives have been identified 1 : a) to offer students knowledge and critical understanding of key principles in disciplines which form the basis of an understanding of the retail sector; b) to enable students to apply concepts and principles outside the context in which they were first discovered; c) to develop transferable skills which are relevant both to the demands of their work roles and their personal development; 1 Based upon Foundation Degree Qualification Benchmarks and Skillsmart General Learning Outcomes, in Foundation Degree Framework for Retail Store Management, 2006, p.10. ccn-uea Programme proposal document (template) 5 of 25 CCNUEA proposal document

6 d) to give students the opportunity to reinforce their skills and knowledge through practical application in assignment work; e) to permit students to pursue specialist interests to a greater or lesser extent and to relate these specialisations to professional body requirements; f) to encourage enquiry into subjects and demonstrate ability to initiate, evaluate, problem solve, adapt, create, and synthesise; g) to enable students to understand and cope with the dynamics of change; h) to undertake further training and develop existing skills; i) to enable students to appreciate the importance of the external environment. SECTION 3: POINTS OF REFERENCE 3.1) Relevant QAA Subject Benchmarking Statements Subject Benchmark reference Coverage in programme: QAA: Foundation degree: qualification benchmarks (2010): delivery modes and study patterns: flexible progression routes flexible admissions requirements Partnership Knowledge, understanding and skills and assessment Work based assessment Blended learning Workshops, and part time. Entry January or September With MKM Module specifications documents Modules Personal Professional Development 1 and 2 Knowledge content Quality Assurance Agency (QAA) Benchmark subject statements for general business and management. QAA Covers QAA knowledge benchmarks: Organisations and the internal and external environment in which they operate (module title - Retail Environment; management (module titles, Retail Operations and Supply Chain Management ), Marketing markets customers, (Module Titles, Consumer Behaviour and In Store Customer ) finance (Manage Retail Customer Service) people management (module titles, Manage and Develop People in Retail and Retail Law), information systems, communications and information technology. Module title: Managing Information) Skills content The design team has also taken into account ccn-uea Programme proposal document (template) 6 of 25 CCNUEA proposal document

7 The Sector Skills Council, Skillsmart and QAA benchmarks are covered in this course the views and needs expressed by the Sector Skills Council, Skillsmart. For example, QAA benchmarks require to graduates to demonstrate skills covering areas like, problem solving, effective communication, writing, self management, evaluation, and reflection. These skills and knowledge requirements also fit Skillsmart foundation degree requirements. All modules assist in skills development. In this instance the modules (a) Personal Professional Development 1 (PPD1), (b) Personal Professional Development 2 (PPD2) And Leadership in Retail provide skills to be developed via reflective practice, problem solving planning, self management, communications, evaluation. 3.2) Relevant National Occupational Standards NOS National Occupation Standards in Retailing (link to Foundation degree Forward) Coverage in programme: Skills and modules 3.3) Sector Skills Council consultation/involvement Sector Skills Council Details of consultation/application of Framework: Skillsmart Retail, the Sector Skills Council (SSC) Recognition of proposal for validation 3.4) Accreditation endorsement or consultation by/with Professional Statutory or Regulatory Bodies PSRB n/a Details of accreditation endorsement or consultation: 3.5) Employer engagement in design, development, delivery, assessment Employer(s) Details of consultation/engagement: Employers from the following have been consulted: Bennetts Electrical Managing Director Business Link Partnership Director Castle Mall Centre General Manager Chapelfield Centre General Manager City Centre Partnership Manager Engagement employers has been via City College Skills Academy for Retail. Engagment with employers has also taken place though Foundation degree Forward. ccn-uea Programme proposal document (template) 7 of 25 CCNUEA proposal document

8 Debenhams Store Manager Jarrolds Managing Director, Retail John Lewis Partnership General Manager Marks and Spencer General Manager The Mustard Shop Retail Manager Norwich Market Chair of Market Traders Association n) Programme Manager Name Telephone Lawrence Britt SECTION 4: Development of Graduate Skills (Please see guidance notes) 4.1 Graduate Skills Use this section to explain how the programme will provide opportunities for students to develop and demonstrate knowledge, understanding, cognitive, subject specific and key transferable skills: Students will develop knowledge and understanding in/of: Retail related content: (a) organisations and the internal and external environment in which they operate; (b) management, including markets, customers, finance, people management, retail law, information systems, communications and information technology; and (c) reflective practice. This will be facilitated/supported by: On-Line learning material Workshop Lecturers Tutorials Group work Work related information Assignments Exams Students will develop Key and Transferable Skills: By: Independent thought Critical thinking Team work Leadership Problem solving On-Line learning material Workshop Lecturers Tutorials Group work ccn-uea Programme proposal document (template) 8 of 25 CCNUEA proposal document

9 Communication Presentation Time management Flexibility Innovation Project management Formative assessment (feedback from tutor) Work related information Assignments Exams Deadlines and planning Time constrained assessment SECTION 5: Programme structures and Modules (Units). Intended Learning Outcomes, Credit Volumes and Award requirements. a) Introductory statement A general statement about programme structure, including special features such as work placement opportunities or requirements, field trips or residentials etc: Modules The programme will consist of 11 modules, 10 twenty-credit modules and 1 40 credit module, as below. This includes a choice of options in year two (Leadership in Retail OR Supply Chain Management) Year 1 (Level 1) In Store Customer Marketing 20 credits Core module Managing Information 20 credits Core module Retail Operations 20 credits Core module Retail Environment 20 credits Core module Consumer Behaviour 20 credits Core module Personal Professional Development 1 (PPD1) 20 credits Core module Year 2 (Level 1) Personal Professional Development 2 (PPD2) 40 credits Core module Manage Retail Customer Service 20 credits Core module Retail Law 20 credits Core module Manage and Develop People in Retail 20 credits Core module Leadership in Retail OR Supply Chain Management 20 credits Option module Level (or Year) 1 modules are introductory in nature, and there is more emphasis placed on directed learning. Level 2 modules require more self-directed study, and the learning outcomes demand a greater degree of analytical and problem-solving ability. There are two Option Modules in the second year, Supply Chain Management and Leadership in Retail, one of which must be chosen (subject to adequate demand). Induction An Introduction to Studying on the Course Prior to starting the Level 1 units a one day induction will be held at CCN. During the induction day there will be activities aiming to: Introduce students to the programme, their tutors and fellow students ccn-uea Programme proposal document (template) 9 of 25 CCNUEA proposal document

10 Enable students to meet their personal tutor Introduce students to a range of teaching and learning experiences, especially those that will be used to encourage learning on the course Familiarise them with the School, the university and the facilities available for both learning and for recreation Describe the additional support services available to you e.g. Study Support, Student Services, the Students Union etc. Introduce students to trade journals and vocationally relevant information sources Demonstrate the use of the library and online learning materials b) Student learning experience Describe the arrangements for learning and teaching in terms of hours required each week of a typical student according to each proposed mode of study. This should include class contact time, tutorial time and assessment time and give an indication of personal study time. If blended learning then specify the nature of the mix of methods to be used and the commitment in time to each: Student Learning Experience Each 20 credit module will represent 200 hours of student work and learning. This is broken down at follows: Students will receive 6 hours in a Focused (intensive) Workshop (at St Andrew s House); 20 hours will be for student/tutor interaction, some of which may be online, covering activity (e.g. lectures/seminars/tutorials/workshops/studio work/moderated online discussions, online chat etc.); and 174 Hours for student learning time, covering activity (e.g. seminar reading and preparation/assignment preparation/ background reading/ on-line activities/group work/portfolio/diary, studio work etc). Assessment time will be within the 200 hours for more specific information about assessment time please refer to each module specification form. Students will study via blended learning, which is composed of three strands: (a) Focused Workshops The workshops will be at St Andrew s House at the beginning of each semester. A workshop will last for two days and dedicate one day to each module taught in that semester, amounting to an attendance requirement of 6 days per year. Attendance is required, as the workshop experience is integral to the students learning. In addition, there will be 3 one-day mid-semester workshops that will explore how students are progressing and any concerns with impending assessments. Attendance will be compulsory when summative assessment is taking place and otherwise strongly recommended. Therefore, the teaching and learning strategy should not be regarded as being only distance learning. Students will interact with the online learning material on an individual basis, whereas the focus of the focused workshops will be upon an introduction to the topics and assessment criteria. Focused workshops will also enable students to interact, in an undergraduate setting, personally with ccn-uea Programme proposal document (template) 10 of 25 CCNUEA proposal document

11 academic tutors, other students, study support staff and library and learning resource staff. The function of the workshops should not be regarded solely as the opportunity to ask questions of clarification and gain help from tutors. Students will have more questions of this nature while interacting with the online learning material, but the workshops will provide a target for students to use when planning and managing their time. The focused workshops perform the following functions: i) The induction and first workshop will introduce students to the modules, tutors, the learning strategies, assessment and the Virtual Learning Environment (VLE). ii) Each subsequent workshop will provide an introduction to the modules, tutors, the learning strategies, the VLE and feature or support the assessment of modules just completed or in progress, supplemented by mid-semester workshops. iii) Tutors will provide feedback on progress. iv) Assessment-related work. v) An opportunity to use the library facilities and meet with the study support team. vi) A chance for you to provide feedback to staff regarding the content and delivery of the course. Mid-semester workshops will allow: summative assessments to take place, such as group presentations formative assessments to occur with feedback students to meet with their tutors to discuss progress with the on-line material any assessments being undertaken Programme meetings consisting of staff and students to occur (b) Virtual Community One of the main features of this programme is that is enables the students to learn at a time that is convenient for them. This means that they will be able to continue in employment and study at the same time. They will have access to course materials on-line from two main sources. The first has been produced specially for this programme by My Knowledge Map, a specialist software company, in conjunction with authors from the universities initiating the original project. It is a site on the internet and can therefore be accessed through the web address: Registered students will be given a login ID and password for this system. Learning materials are available for each of the modules relating to: The subject matter that forms the underpinning knowledge of fact and theory to develop reflection Work-based learning activities to be undertaken in the workplace to encourage reflection on and application of programme content Sources of further reading and research to help the student become an independent learner with the ability to develop their own ideas and adapt those of others to their own situations Assignments tasks the activities required to carry out for submission and assessment ccn-uea Programme proposal document (template) 11 of 25 CCNUEA proposal document

12 In addition there is an area in which students will be able to keep a personal Learning Log. This is similar to a diary or blog, in which reflections and learning experiences are recorded. Students will be provided with a template structure to ensure that they use the log correctly, supported by their Personal and Professional Development 1 tutor. The log is part of the assessment for the module. Access to the Learning Log can be shared with colleagues on the programme to encourage social networking. It will be suggested that students set aside a regular period of time to access this material and organise learning around their own time and work commitments. The learning material for each module is subdivided into sections or topics. Students should read each of them through and then carry out the work-based learning tasks set before moving on to the next. The authors have structured the learning tasks sequentially and they will have to be tackled by students as such to avoid confusion. Time management is therefore important to the success of learning, and regular interaction with this VLE will be recommended. It is expected that each topic will normally take a week to complete. The second on-line main source is UEA and City College electronic library and catalogue of journals. This is accessible through the students College Blackboard. Support for students using these resources will be provided by CCN IT Support and their tutor. In the VLE, both synchronous and asynchronous learning will occur, the former through live chat and the latter via, for example, discussion boards. (c) Work-Based Learning The on-line classroom and formative and summative assessment activities enable the student to study the programme content, develop and apply their learning in the context of their own working environment. This will be enabled by the formative and summative assessments undertaken, with their consistent emphasis on the application of learning materials to the students organisation and immediate workplace. Articulation and progression Students graduating from this degree will be eligible for direct entry to a final honours year. Articulated progression routes to an honours degree currently available at CCN are the BA (Hons) Professional Studies, BA (Hons) Business Management and BA (Hons) Leadership and Management) (stv) Student Support The main point of contact for students will be a tutor. The student tutor will welcome students to the programme, provide guidance on managing deadlines or overcoming barriers to achieving study goals and help them with any administrative problems. The tutor will proactively assist students with their own readiness and, once they are enrolled, will: help them to stay on target to achieve their academic goals help them stay connected to their learning community orientate them to a range of real time, online and print based resources to facilitate learning The tutor will understand the ambience of distance and work-based learning delivery and will ensure that all students have access to the support available to students at the university, including guidance on fees and loans, time management advice, study skills, counselling services and English Language support. ccn-uea Programme proposal document (template) 12 of 25 CCNUEA proposal document

13 c) Insert Structure Diagrams for each variant of the award. Part time (2 year route): YEAR 1 SEMESTER A - late Sept to Jan (Feb to May for Feb starts) PPD1 (20 credits) Retail Environment (20) - Focused Workshop 1 Mid-semester Workshop: assessing issues and progress in both modules Assessment points (Sept starts): PPD1 - January RE - January YEAR 2 SEMESTER A - late Sept to Jan (Feb to May for Feb starts) PPD2 (40 credits: longthin ) Manage and Develop People in Retail (20) - Focused Workshop 4 (including Self-Managed Project Proposal (SMP) SEMESTER B Feb to May (May to Aug for Feb starts) Managing Information (20) Retail Operations (20) - Focused Workshop 2 (including progress on PPD1) Mid-semester Workshop: assessing issues and progress in both modules Assessment point: MI - May RO Mid-sem: presentation - Individ report: May SEMESTER B Feb to May (May to Aug for Feb starts) Retail Law (20) Manage Retail Customer Service - Focused Workshop 5 (including progress on PPD2) SEMESTER C late May to Aug (Sept to Jan for Feb starts) In-store Customer Marketing (20) Consumer Behaviour (20) - Focused Workshop 3 Mid-semester Workshop: assessing issues and progress in both modules Assessment point: ICM - late June CB - August SEMESTER C late May to Aug (Sept to Jan for Feb starts) Elective: either Supply Chain Management Or Leadership in Retail PPD 2 completing the SMP - Focused Workshop 6 Mid-semester Workshop: assessing issues and progress in both modules Mid-semester Workshop: assessing issues and progress in both modules Mid-semester Workshop: assessing issues and progress in both modules ccn-uea Programme proposal document (template) 13 of 25 CCNUEA proposal document

14 Assessment points: PPD2 - Mid-sem: proposal - Jan: reflective log MDPR - Jan Assessment points: RL May exam MRCS - Mid-sem: presentation - Individ report: May Assessment points: Elective: variable PPD2: August Three year part time route: Year 1 Semester 1 Semester 2 PPD 1 Managing Information Retail Environment Retail Operations Year 2 Semester 1 Semester 2 In-Store Customer Marketing Consumer Behaviour Semester 1 Semester 2 Retail Law Managing Retail Customer Service PPD2 Manage and Develop People in Retail Year 3 Elective PPD2 completing the module programme (Structure diagrams may, alternatively, be attached as Appendices, with a note here to that effect) ccn-uea Programme proposal document (template) 14 of 25 CCNUEA proposal document

15 d) Applicable regulations for awards and Classifications This programme will operate without exception under the regulations for classification, assessment and quality assurance as set down in the currently approved version of the Norfolk Regulatory Framework. e) Module details: List all modules to be offered within the programme Note re Status: A module may be Compulsory (C), Designated (D) or Optional (O) (refer to NRF for guidance) i) LEVEL 1 Modules Module Title Credit value In Store Customer Marketing 20 credits Brief description To introduce students to the key issues and concepts of marketing products in retails stores. Principal assessment methods Written report Status Core module Managing Information 20 credits This module aims to provide and understanding of the means and methods of successfully managing information Portfolio, consisting of a series of activities Core module Retail Operations 20 credits The purpose of this module is to introduce key concepts and issues in managing a retail operation. Report ad group presentation Core module Retail Environment 20 credits The objective of this module is to introduce students to the basic theories and models associated with understanding and analysing the macroand micro-economic business environment. Time constrained questions Core module Consumer Behaviour 20 credits To introduce students to the theories, models and concepts that help us understand how consumers behave in Written Report Core module ccn-uea Programme proposal document (template) 15 of 25 CCNUEA proposal document

16 Personal Professional Development 1 (PPD1) 20 credits a retail environment This module focuses on the development of a student s and employees personal work and study skills and the career progression opportunities within an organisation. Portfolio and group presentation Core module ii) LEVEL 2 Modules Module Title Personal Professional Development 2 (PPD2) Credit value 40 credits Brief description This module focuses on the development of students personal work and study skills and the career progression opportunities within an organisation. In order to fully benefit from the learning on this module students will need to undertake significant personal reflection and evaluation. Principal assessment methods Project Learning Log Written Report Status Core module Manage Retail Customer Service 20 credits The objective of this module is to introduce students to the basic theories and models associated with understanding and analysing Customer Service experience. Report Group Presentation Core module Retail Law 20 credits To introduce students to the fundamental principles of the law relevant to the Retail Environment. Time constrained question and answer Core module Manage and Develop People in Retail 20 credits The purpose of this module is to introduce key concepts and issues in managing people in a retailing environment. Report Group Presentation Core module ccn-uea Programme proposal document (template) 16 of 25 CCNUEA proposal document

17 Leadership in Retail 20 credits OR Supply Chain Management 20 credits The purpose of this module is to introduce key concepts and issues of Leadership in Retail The aims of this module are to introduce students to the principles, theories and practice of Supply Chain Management Written Report Business Activity Written Report Group Presentation Option module Option module SECTION 6: STRATEGY, MARKET DEMAND AND ADMISSIONS (for all new programme proposals) 6.1 Academic Strategy a) Give brief details of consultation with UEA Advisor to date (name, date(s) brief summary of discussion points) HE Office CCN Consulted Ian Dewing Aware of Proposals (20 October, 2010) b) Does the programme contain any overlap of material with existing programmes at either CCN or UEA? If so, please give details, naming the School concerned, identifying the programme code and title, and summarising the outcome of prior consultations with that School(s) on the overlap issue. None 6.2 Evidence of Market Demand a) Are identical or similar programmes offered elsewhere in the UK? If so, give brief details (Award title and location) explain why you can be confident of demand to support this proposal. Retail offers is one of main employment areas in the region United Kingdom. Within this retail sector there is demand from employers for improvement in employee knowledge and skills. What follows is evidence for this claim. (i) (ii) FdA in retail are offered in various regions (e.g. London area) of the UK, however, there are none offered in a 50 mile radius of the College. The course Team is confident there is sufficient market demand for an FdA in Retail for the following reasons: Norwich city ranks as number one in the east of England s region s retail centres by comparison expenditure and employment. 11,803 people work in retail in the Norwich City Council boundary area, if you include the Greater ccn-uea Programme proposal document (template) 17 of 25 CCNUEA proposal document

18 (iii) (iv) Norwich (built up) area of the City, this rises to 16,187. This data comes from the Annual Business Inquiry (ABI) and retail is one of the sectors projected to grow in Norwich according to the East of England Forecasting Model (Oxford Econometrics). The next ABI data for 2009 will be released in December Retail suppliers in Norfolk and Norwich have recognised that they need to improve skills and knowledgeable of employees. Employers identified skills (and knowledge) weaknesses as reasons why they could not obtain the right staff: Retail employers in the East of England find problem solving (45%), customer handling (44%), communication, and management skills (42%) the most difficult skills to find in applicants. (Skillsmart Regional background brief, 2009, p.13) Causes for the low number of applicant for retail positions are: Employers in the East of England said low number of applicants with the required skills was the top reason for hard-to-fill vacancies (41%) followed by lack of work experience the company demands (30%). (Skillsmart Regional background brief, 2009, p.12); With regards to training, in East of England, 70% employer provide...off-thejob training for managerial roles and 56% providing training for sales and customer service staff. Nearly a quarter (24%) of retail establishments offered off-the-job training to administrative / clerical staff. (Skillsmart Regional background brief, 2009, p.15); Key employers in Norwich and Norfolk have expressed support for the FdA in Retail (e.g. as evidence from CCN Skills Academy Employers Board meeting of 17 th September, 2010); Employees in retail have expressed the need for a more flexible approach to obtain qualifications. In this case the course offers a blended and learning approach (as evidence from CCN Skills Academy Employers Board meeting of 17 th September, 2010); The Course demand will also be generated via College the following: (a) (b) (c) (d) (e) (f) (g) internal within the retail skills academy modern apprenticeships employers links (including SME) and City College Retail Academy college web sites college marketing material and advertising UCAS word of mouth b) What are the career/employment opportunities for students successfully completing the programme? Industrial Sectors % Employment in Norwich Retail sector is the fourth largest employer in Norwich (and the dominant employer in the City Centre): Banking, Finance & Insurance: 28.7% Distribution, Hotels & Restaurants (inc. Retail): 25.7% Public Services: (Government, Health & Education) 19.9% Retail:16.9% Manufacturing:11.1% ccn-uea Programme proposal document (template) 18 of 25 CCNUEA proposal document

19 Creative Industries: 8.2% Tourism: 9.0% Transport & Communications: 5.0% Construction: 4.1% Demand for retail employment in the East of England There are also broader geographical boundaries the course can appeal to. 368,000 people live in Greater Norwich and the Norwich policy area has a population of 230,000, which is predicted to grow to 280,000 by 2025 comparable to the present size of Nottingham. About 123,000 people work in the Norwich area, which makes it the largest labour market in the East of England and it is the fifth most popular retail centre in England. Greater Norwich has a challenging growth agenda; the regional spatial strategy proposes growth of 33,000 dwellings and 35,000 additional jobs by 2021.EEDA, ( ) More broadly, FdA Retail market recruitment covers the east of England region - The retail sector in the East of England employs over 274,000 people (latest 2008 estimate) which accounts for 11% of the total retail workforce in England. ( ). Here, the College is well placed to capitalise on this large employment market. This is will be by offering an on line retail course, teaching in small groups and intensive tutorial support. Furthermore, ease of access to the FdA course is enhanced by the City Centre location of St Andrew s House and it position near to main line railways station, car park, and bus services. ccn-uea Programme proposal document (template) 19 of 25 CCNUEA proposal document

20 6.3 Admissions a) Admissions Criteria: give full details: Minimum UCAS points Normal offer UCAS points Level 3 qualifications acceptable (give any special terms or conditions) GCSE English or equivalent mandatory? GCSE Maths or equivalent mandatory? Must an applicant be employed to be considered for this programme? If so give details and minimum expectations Mature student entrance criteria: details Progression accords: Are holders of any qualifications guaranteed acceptance or are any other applicants given nay kind of preferential consideration 80 UCAS POINT 80 UCAS POINT Minimum pass NO NO Student will be employed in retail sector (no minimum number of yours or hours per work) Work experience demonstrating equivalent to entry qualifications. No b) Will applications be received via UCAS?: YES if full time + NO in part time c) If b) = YES give UCAS Code : No Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and programme handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. ccn-uea Programme proposal document (template) 20 of 25 CCNUEA proposal document

21 Section 7: Technical Appendix T1. RESOURCE REQUIREMENTS Please identify all new resources required to operate the programme, additional to any released as a result of discontinuing the programme(s) identified in 1.c above, and provide an estimated cost. Necessary resources not identified will be assumed to be available within the proposing and servicing centres and will not be provided centrally. (a) Will additional resources be required from central college funds? Yes / No (Delete one) If YES, go to 6(b); if NO, go to 7(a). (b) ACCOMMODATION AND SPACE: include general and specialist accommodation requirements and any refurbishment required. St Andrew s House (b) EQUIPMENT: include all new expenditure and estimate cost. None (c) CONSUMABLES: estimate total annual cost of all consumables required, including photocopying Will use resource within School of Creative Business Industries (d) LIBRARY AND LEARNING SUPPORT MATERIALS: Identify Essential Start Up and Essential Annual maintenance expenditure on: books, journals, on-line services, other media ESSENTIAL START UP: ITEMS COST N/A ESSENTIAL ANNUAL MAINTENANCE ITEMS COST N/A (e) IT REQUIREMENTS: identify additional requirements for: HARDWARE: ITEMS COST N/A SOFTWARE: ITEMS COST N/A (f) TEACHING STAFF: ADDITIONAL STAFFING RESOURCE REQUIRED: APPOINTMENT OF SESSIONAL RETAIL STAFF TO COVER ASSESSMENT AND ON-LINE TUTORING ccn-uea Programme proposal document (template) 21 of 25 CCNUEA proposal document

22 (g) TEACHING STAFF: STAFF DEVELOPMENT OR PROFESSIONAL UPDATING REQUIRED CDP WITHIN SCHOOL (h) OTHER RESOURCE REQUIREMENTS not identified in (a) to (g): N/A T2 Performance targets T2a) Enrolment & In-year Retention Targets: Yr1 Ret % Yr2 Ret% Yr 3 Ret% First year of operation Subsequent years: In-Year Retention %: Students Live at each Year end/students enrolled during year x 100 T2b) Enrolment targets Minimum viable annual intake (FTEs) Maximum viable annual intake (FTEs) T2c) Target Retention, Achievement and Success Rates First year of operation : Subsequent years: Started Programme* (a) Live at end of completion Year (b) N o. Achieving Award (c) Overall retention % (X) Achievement rate (Y) Success rate % (Z) *Started programme = those who originally enrolled in year 1 + transfers in and later starts Overall Retention x = b / ( a - transfers out) x 100 Achievement Rate Y = c / b x 100 Success Rate Z = c /( a - transfers out) x 100 T3 Fees and Resources T3a) Tuition Fees Please specify whether the income to be generated by the programme is to be from: i) tuition fees plus any HEFCE recurrent grant for teaching that the student numbers may generate? No ii) some other source Full Cost recovery ccn-uea Programme proposal document (template) 22 of 25 CCNUEA proposal document

23 T3b) New Modules Does the programme require the validation of new modules (i.e. modules which are not listed on the current CCN module catalogue)? YES If YES, please list the titles, level and credit value of the proposed new modules: Year 1 (Level 1) In Store Customer Marketing 20 credits Core module Managing Information 20 credits Core module Retail Operations 20 credits Core module Retail Environment 20 credits Core module Consumer Behaviour 20 credits Core module Personal Professional Development 1 (PPD1) 20 credits Core module Year 2 (Level 1) Personal Professional Development 2 (PPD2) 40 credits Core module Manage Retail Customer Service 20 credits Core module Retail Law 20 credits Core module Manage and Develop People in Retail 20 credits Core module Leadership in Retail OR Supply Chain Management 20 credits Option module T3c) Modules to be validated and added to the CCN module Catalogue: Module Title Level (0, 1, 2, 3 or M) Credit value In Store Customer Marketing 1 20 credits Managing Information 1 20 credits Retail Operations 1 20 credits Retail Environment 1 20 credits Consumer Behaviour 1 20 credits Personal Professional Development 1 (PPD1) 1 20 credits Personal Professional Development 2 (PPD2) 2 40 credits Manage Retail Customer Service 2 20 credits Retail Law 2 20 credits Manage and Develop People in Retail 2 20 credits Leadership in Retail OR Supply Chain Management 2 20 credits T3d) Student Support Services Please give detail of other resources and support services to be provided for students on this programme. E.g.: i) Financial support, advice and guidance ii) Teaching accommodation St Andrew s House iii) Careers n/a iv) Counselling n/a v) Mentoring n/a vi) vii) ccn-uea Programme proposal document (template) 23 of 25 CCNUEA proposal document

24 T4 REGULATORY FRAMEWORK FOR PROGRAMMES T4a) Board of Examiners i) Is a new Board of Examiners to be responsible for the programme(s)/programme No ii) If NO, please specify which Board of Examiners will be responsible for the programme(s)/programme: CCN Assessment and Awards Boards iii) Is (are) any additional external examiner(s) required? Yes iv) If iii) = YES, how many? One Have they been: Identified - No Approved Appointed SECTION 8: SIGNATURE SHEET Please ensure that all Sections completed before submission to HEQEST. HEQEST will check the document for accuracy and sufficiency before presentation to CCN VARC and then to the UEA Partnerships Office. 1) Date of approval of programme specification by CCN Internal Scrutiny Group Date Name: Signed for ISG: 2) Joint Board of Study approval: Date Name: Signed for JBoS: For CCN: 3) Signature of Principal or Deputy Principal Academic Affairs: Date Name: Signed: 4) Chair of VARC: Date Name: Signed: ccn-uea Programme proposal document (template) 24 of 25 CCNUEA proposal document

25 After signatures in 1-4 have been obtained, please forward this form to the Partnerships Office. 5) UEA Learning and Teaching Committee Approval: Date Name: Signed: ccn-uea Programme proposal document (template) 25 of 25 CCNUEA proposal document