MSc Management Information Systems

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1 Programme Specification MSc Management Information Systems Academic Year: 2015/16 Faculty of Engineering and Computing Department of Aviation, Aerospace, Electrical and Electronic Engineering 1 P a g e

2 Contents Introduction Part 1: Programme Specification 1-10 Basic Programme information 4 11 Educational Aims of the Programme 4 12 Intended Learning Outcomes 5 13 Programme Structure and Requirements 9 14 Support for Students and their Learning Criteria for Admission Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning 17 Regulation of Assessment Indicators of Quality and Standards Additional Information List of mandatory and core option modules Curriculum Map 19 Page 15 Part 2: Supporting information 20 Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements. Teaching and Learning Strategy 20 Assessment Strategy 21 Programme/Course management 23 Entry Requirements and Selection Procedures 23 Compliance with the University s Academic Regulations and Current Legislation P a g e

3 Introduction In the era of Big Data and the obvious dependence of modern businesses on information and its criticality, there is a need to train up and equip managers for the management of Information Systems. The MSc in Management Information Systems prepares the graduate for engagement with the industry at a managerial role, by equipping them with soft and hard related professional skills. These are skills in relation to the comprehension of the impact of information systems on business processes and achievements from a global perspective. As a leading university we are committed to the advancement of information systems management in the Aviation, Aerospace, Electrical and Electronic Engineering department. The course will provide a link between traditional, theoretical and topical skills in the management of information systems. The course will provide the students with the opportunity to engage with technical and intellectual challenges that will enhance their ability to evaluate and manage information systems. A special feature of this Masters in Management Information Systems course is that students are exposed to Systems, Applications and Products (SAP). This is the world s leading provider of enterprise business applications and solutions. This software launches students in contemporary methodology applicable to areas such as IT services, cloud, databases, analytics or mobile technologies. This course will be suitable for students wishing to pursue careers such as; Management of Network Systems, Investment Analysts, Higher Education Professionals, Investment Bankers, IT Business Analysts, Management Consultants, Marketing Professionals, Systems Management, Management consultant in sectors such as; IT/Technology, Telecoms, Aviation, Consulting, Engineering & Manufacturing. 3 P a g e

4 Part 1: Programme Specification for MSc in Management Information Systems 1 Available Awards and Modes of Study Title of Award Mode FHEQ Level* MSc/PgDip/PgCert Management Information Systems Full Time - 1 year Part-time 2 3years 2 Awarding Institution/Body Coventry University 3 Collaboration N/A 4 Teaching Institution N/A 5 Internal Approval/Review Dates Date of approval - February 2015 Date of next review 2017/18 6 Programme Accredited by N/A 7 Accreditation Date and Duration N/A 8 QAA Subject Benchmark Statement(s) and other external factors 9 Date of Programme Specification April 2015 QAA Master s subject benchmark statement for awards in business and management: ocuments/subject-benchmark-statement- Masters-degrees-in-business-andmanagement.pdf 10 Course Director * Dr Rochelle Sassman 7 Section 11 Educational Aims of the Programme Provide relevant and useful programmes, tailored to meet individual and industrial requirements for the management of information systems Provide the understanding and knowledge of enterprise-wide information management systems and their application in several sectors Understand management practice in relation to how information systems can impact the structure and processes of a business Develop skills and knowledge acquired through previous study and experience to enhance students' transferable and professional skills that will enhance their employment opportunities Develop and enhance their managerial, analytical, critical communication and presentation skills in the context of their taught modules and industry requirements 4 P a g e

5 Section 12 Intended Learning Outcomes This programme satisfies the QAA benchmark statements and Coventry University s Code of Practice for MSc Management Information Systems. This development of this course has taken into cognisance, the relevant professional bodies and other competing universities offering this course or its variation. Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in section 20). Assessment will comprise many different elements, including group and individual presentations, films, ad-hoc activities, roll-playing and traditional forms of delivery. Students will engage in assessed Questions & Answers designed to explore the boundaries of their knowledge whilst providing interactive Activity-Led-Learning through a flipped-classroom approach. The principal teaching, learning and assessment methods normally used on the programme to achieve the learning outcomes (descriptors) are presented in subsections 12.1, 12.2, 12.3 and Knowledge and Understanding On successful completion of the programme a student should be able to demonstrate knowledge and understanding of: KU1 The characteristics of information system management and their relevance to organisational frameworks KU2 A range of systematic approaches used in the design, development and management of Information systems KU3 Different tools and techniques available for effective specification, design, management of complex Information Systems KU4 Current and emerging practices in the Management of Information Systems in relation to Big Data and Future Informatics KU5 Application of Business Simulation techniques in the management of Information Systems KU6 Leadership and communication skills for effective communication in the business and professional environment through oral, written and graphic mediums 5 P a g e

6 KU1 KU2 KU3 KU4 KU5 KU6 Teaching and Learning tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos, and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. Assessment 12.2 Cognitive (thinking) Skills On successful completion of the programme a student should be able to: CS1 Understand and conceptualise topical concepts in relation to the Management of Information System in case scenarios CS2 Conduct a thorough and systematic analysis of practical problem in the Management of Information Systems leading to the interpretation of information from different sources as a basis for strategic planning CS3 Critically evaluate a range of possible options or solutions in addressing a typical Information System Management problem, proffering a carefully thought solution CS4 Explore case studies and determine how to provide solutions to identified problems in various situations including global contexts 6 P a g e

7 CS1 CS2 CS3 CS4 Teaching and Learning tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. Assessment 12.3 Practical Skills On successful completion of the programme a student should be able to: PS1 Choose and apply relevant management skills to both individual and team work in real life, in order to make effective and efficient decisions in managing Information Systems PS2 Effectively contribute to cases of information system implementation, using sound principles of analysis and design PS3 Plan, execute and manage project or dissertation independently, either by solving a real practical problem with the application of best practices or conduct research related to their chosen area PS4 Demonstrate that they have acquired evaluation, analytic, communication and research skills required to pursue a professional career in the management of Information Systems 7 P a g e

8 PS1 PS2 PS3 PS4 Teaching and Learning tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. tutorials; guided independent study; group work for collaborative learning, videos and case-studies. Assessment 12.4 Transferable Skills On successful completion of the programme a student should be able to: TS1 Effectively utilise Information Technology tools for information retrieval, communicating, writing and presenting findings or ideas TS2 Exercise initiative and personal responsibility through appropriate methods demonstrate sound judgement and problem-solving skills TS3 Demonstrate the capability to pursue independent study and lifelong learning as a result TS4 Manage their learning, working effectively on their own or as part of a team by working effectively in a variety of team roles or taking leadership roles in turns TS5 Make decisions in complex and unpredictable situations presented in Information System management case studies TS6 Take ownership of their learning demonstrated through the ability to plan, execute research and engage in critical reflective practice Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within specific deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be 8 P a g e

9 developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas. Section 13 Programme Structure and Requirements, Levels, Modules, Credits and Awards The course structure complies with the course structures as defined in the document entitled "Course Revision to New Course Based Structures and Academic Year. Modules within the programme, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are identified in section Patterns and Modes of Attendance The programme has been designed to be delivered in one academic year on a full-time basis or two to three academic years on a part-time basis. It is designed based on the University s taught postgraduate modular framework (180 credits). All modules within the course are mandatory. Students must undertake and pass all modules to be eligible for the award of a Masters degree. During each semester the students will be expected to participate in study groups, online activities, in-class discussions and meetings with a dissertation Supervisor Course content and structure: Code Title/Semester Credits M/ O* Pre/Co- Req** Condonable M02EKM IT Strategy 15 M None Yes M25AAE Innovation and Knowledge 15 M None Yes Management M06EKM Enterprise Systems 15 M None Yes M26AAE Big Data Leverage 15 M None Yes M88EKM Decision Support Systems 15 M None Yes M05EKM Business Simulation 15 M None Yes M27AAE Future Informatics 15 M None Yes M28AAE Leadership Development 15 M None Yes M04EKM Study Skills and Research Methods 10 M None No M99EKM Masters Dissertation 50 M None No * Mandatory or Optional ** Pre-Requisite or Co-Requisite 9 P a g e

10 The requirements for progression and awards: A student who obtains 180 credits at M level will be awarded a Master s degree. A student who obtains 60 credits at M level will be eligible for the award of a Postgraduate Certificate. A student who obtains 120 credits at M level will be eligible for the award of a Postgraduate Diploma. Awards for Taught Masters programmes may be made with Distinction or with Merit under the following circumstances (subject to Academic Regulations 7.11 and ): a student who achieves an average of at least 70% in the 150 credits worth of level M modules with the highest marks taken in a Master s programme, shall be eligible for the award of a Master s degree with Distinction; a student who achieves an average of at least 60% but less than 70% under the above calculations shall be eligible for an award with Merit; Summarily: MSc Management Information Systems: The full curriculum (180 credits). PgDip Management Information Systems: 120 credits comprising all of the taught modules described in the programme of study. PgCert Management Information Systems: 60 credits comprising any four taught modules described in the programme of study. Students who fail the assessment at their first attempt are allowed the opportunity for reassessment. The following tables is typical delivery patterns for this course based upon the Teach- Teach-Project Cycle being used during the entry year. Personalised timetables will be issued to students prior to their course start date. Year A Semester 1 Sept Start Sept Jan Semester 2 Sept Start Semester 1 Jan Start Jan May Semester 3 Sept Start Semester 2 Jan Start May Sept Semester 3 Jan Start Sept Jan September Start M02EKM 15 credits M04EKM 10 credits M06EKM 15 credits M26AAE 15 credits M25AAE 15 credits M05EKM 15 credits M88EKM 15 credits M27AAE 15 credits M28AAE 15 credits M99EKM 50 credits January Start M05EKM 15 credits M88EKM 15 credits M27AAE 15 credits M28AAE 15 credits M04EKM 10 credits M02EKM 15 credits M06EKM 15 credits M26AAE 15 credits M25AAE 15 credits M99EKM 50 credits 10 P a g e

11 Year B Semester 1 Sept Start Sept Jan Semester 2 Sept Start Semester 1 Jan Start Jan May Semester 3 Sept Start Semester 2 Jan Start May Sept Semester 3 Jan Start Sept Jan September Start M05EKM 15 credits M88EKM 15 credits M27AAE 15 credits M28AAE 15 credits M04EKM 10 credits M02EKM 15 credits M06EKM 15 credits M26AAE 15 credits M25AAE 15 credits M99EKM 50 credits January Start M02EKM 15 credits M04EKM 10 credits M06EKM 15 credits M26AAE 15 credits M25AAE 15 credits M05EKM 15 credits M88EKM 15 credits M27AAE 15 credits M28AAE 15 credits M99EKM 50 credits Part time students are expected to create a study plan by attending modules with the full time students and completing the credits per year as show in the table below: Modules Credits Studied Year 1 4 modules 70 credits Year 2 4 modules 60 credits Year 3 Project Modules 50 Credits Timetables will run on a bi-annual basis and enable modules to be delivered in evening mode over the course of one academic year. Section 14. Support for Students and their Learning Induction Students attend an induction program in the week preceding the beginning of their enrolment period. The induction timetable includes a number of academic, administrative and social events that include a welcome and introduction to the university, the facilities and the faculty. As part of the induction process, all students are directed to an online student handbook and a course handbook which provides key information. Buildings and Equipment The faculty is mainly based within two buildings ECB and Sir John Laing building, both of which are equipped with specialist equipment to support all students. This includes a high performance engineering centre which houses computing facilities, a full size harrier, three further simulators, a wind and smoke tunnel, civil engineering specialist testing equipment, a range of CNC machinery and a laser workshop. 11 P a g e

12 Student Support A comprehensive support and guidance system exists for all postgraduate students within the faculty of Engineering and Computing. Support is available via Course Directors, who are available to advise students on academic and pastoral issues. Times that Course Directors are available to meet with students will be shown on course Moodle webs and also their location. Module Leaders and the associated module team are available to offer support at module level. Again module leaders advertise their contact times on module Moodle webs and also their location. Outside of office hours, you can also any member of academic staff. Prior to the commencement of the Masters project, individual supervisors with appropriate expertise or research experience are assigned to each student. The Faculty Registry team support you through your studies, providing information and guidance on the rules and procedures that affect your academic progress. We can help you deal with problems you may be having with academic life and help you understand the University s academic processes and regulations. We have a detailed understanding of the curriculum structures and other specialist support that is available to you within the University. The Faculty Registry have offices located close to the main Receptions. You can drop by the Registry support desk which is next to reception in the ECB; Monday Friday from Or you can contact Registry staff via the Reception desks in the main EC building or the John Laing building; Monday Friday from This team can also be ed at any time and this will be passed to each student s dedicated course support team to respond to. The Faculty Learning Support Co-ordinator works closely with Disabilities Office and Departmental Course Teams. Reasonable adjustments will be made for students with disabilities who have registered with the University as requiring additions support with their studies. The University has an excellent record on widening access and welcomes students from all backgrounds and neighbourhoods with low participation in higher education. Students have access to a Maths Support Centre called SIGMA based in the library. The Centre for Academic Writing (CAW) can also provide support on topics ranging from how to organise an academic argument to improving grammar and sentence structure. The university provides support for students health and wellbeing which includes a Medical Centre, Spirituality and Faith Centre, Counselling and Mental Health Services, Sports and Recreational Centre and a Nursery. The Students Union also provides recreational facilities and support and advice for students. International Students may obtain further help from the student welfare team in the International Office. There is a careers service where qualified consultants are available to help students think about the issues they face as they move through University studies and prepare for employment. 12 P a g e

13 All postgraduate students are also eligible to enrol and be a part of the Global Leaders Program (GLP). This is an initiative focussed on better preparing Coventry University s postgraduate students to become the leaders of tomorrow in their chosen fields and to further develop a global mind set. 13 P a g e

14 Section 15 Criteria for admission 15.1 General criteria for admission to the programmes An applicant for all programmes will normally be expected to possess at least one of the following: minimum of a second class honours degree in relevant subjects relevant professional qualification of an equivalent level lower qualification plus appropriate and relevant experience at a professional level satisfactory independent evidence of working for several years in a position commensurate with that of an honours degree graduate in a relevant field. Students whose first language is not English must demonstrate proficiency in the English language equivalent to IELTS 6.5. Alternatively students may be admitted with IELTS 6.0 if they attend and pass a compulsory five week pre-sessional English course, operated by Coventry University. There is an Accreditation for Prior Learning (APL) and Accreditation for Prior Experiential Learning (APEL) process Applications from those not possessing the equivalent of an honours degree will be considered on individual merit and admissions decisions will be based on careful evaluation of the capacity of the applicant to complete the programme successfully. The programme is subject to the general University admission procedures and access policies. A wide range of academic backgrounds is deemed suitable for entry to the programme. However, careful monitoring of applications to ensure that applicants are suited to the programme takes place. Where necessary and possible, applicants are interviewed, especially those who do not appear to meet standard admissions criteria. Accreditation for prior learning (APL) is in accordance with University regulations as set out in paragraph of the regulations for taught postgraduate courses (September 2007). The accreditation for prior experiential learning (APEL) will only be awarded for achievements equivalent to masters level Admission of Disabled Students The University and the Faculty have always adopted a very positive approach to applications from students with disabilities. If possible students with disabilities are identified on application to the Faculty. All letters inviting students to interview or open days include a sentence asking disabled students to contact the admissions team to discuss any special needs they may have in advance of their visit. On receipt of an application from a disabled student, the Admissions Officer liaises with the student and the University Disabilities Office to arrange meetings to discuss requirements and to ensure an assessment of needs is undertaken. Where required the Course Director is involved at the earliest opportunity to ensure that all special operational requirements can be identified and satisfied in advance of arrival. 14 P a g e

15 Disabled students with special educational needs are encouraged to select their options at the earliest opportunity to allow academic staff sufficient time to prepare any bespoke teaching methods and materials. The Disabilities Officer contacts all students who indicate on their enrolment form that they have a disability to offer support and guidance. The Faculty Educational Support Co-ordinator and the Course Directors monitor and liaise about issues affecting enrolled students with disabilities. The Faculty Educational Support Co-ordinator liaises with the University Disabilities Office and provides guidance to staff and students on matters relating to study support. Section 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The programme is managed by the Aviation, Aerospace, Electrical and Electronic Engineering (AAE) Board of Study of the Faculty of Engineering and Computing. The Programme Assessment Board (PAB) for the Faculty of Engineering and Computing is responsible for considering the progress of all students and making awards in accordance with both the university and course-specific solutions. The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the Course Quality Enhancement Monitoring report (CQEM). Details of the CQEM process can be found on the Registry s web site. Students are represented on the Student Forum, Boards of Study and Faculty Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. 15 P a g e

16 Section 17 Regulation of Assessment University policy requires the internal moderation of all assessments. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. Awards for Taught Master programmes may be made with Distinction or Merit (i.e. achievement of an average mark of at least 70% or 60% respectively). Section 18 Indicators of Quality and Standards The following are key indicators of quality and standards: The programme has been designed in accordance with the QAA benchmark statements for Master s degrees and the University s quality procedures were confirmed by a QAA Institutional Audit. In all areas of the Faculty there is a strong and regular industry input to the subjectbase. This is achieved through long-standing advisory boards, industry-focused collaborative research initiatives (e.g. UNIPART) and use of guest speakers from industry. The Industry Advisory Board has members from local industry, educational bodies and commerce. When possible students are encouraged and supported in taking on and completing industry-informed projects (where appropriate) for their Masters study. The report of QAA s Institutional Audit undertaken in November 2008 confirmed that: Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities. 16 P a g e

17 Section 19 Additional Information Key sources of information about the course and student support can be found in: Student Handbook Course Handbook Module Guides Moodle Course & Module Webs Module Information Directory https://webapp.coventry.ac.uk/midwebnext/main.aspx EC Student Portal https://students.coventry.ac.uk/ec/pages/home.aspx Coventry University Student Portal https://students.coventry.ac.uk/pages/index.aspx 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 s/he 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 Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 17 P a g e

18 Section 20 List of Mandatory and Option Modules Code Title/Semester Credits M/O* Pre/Co- Condonable Req** M02EKM IT Strategy 15 M None Yes M25AAE Innovation and Knowledge 15 M None Yes Management M06EKM Enterprise Systems 15 M None Yes M26AAE Big Data Leverage 15 M None Yes M88EKM Decision Support Systems 15 M None Yes M05EKM Business Simulation 15 M None Yes M27AAE Future Informatics 15 M None Yes M28AAE Leadership Development 15 M None Yes M04EKM Study Skills and Research 10 M None No Methods M99EKM Masters Dissertation 50 M None No 18 P a g e

19 21 Curriculum Map MSc Management Information Systems Module code Intended Learning Outcomes Knowledge and Understanding Cognitive Skills Practical Skills Transferable Skills M02EKM IT Strategy X X X X X X X X X X X X M25AAE Innovation and Knowledge Management X X X X X X X X X X X M06EKM Enterprise Systems X X X X X X X X X X X M26AAE Big Data Leverage X X X X X X X X X X M88EKM Decision Support Systems X X X X X X X X X M05EKM Business Simulation X X X X X X X X X X M27AAE Future Informatics X X X X X X X X X X M28AAE Leadership Development X X X X X X X X X X M04EKM Study Skills And Research Methods X X X X X X X X X X X X X X X X X X X X X M99EKM Masters Dissertation X X X X X X X X X X X X X X X X X X X X X 19 P a g e

20 Part 2: Supporting Information for PgCert, PgD, MSc in the Management Information Systems 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements This course has been developed in line with the QAA benchmark statements in relation to Masters programmes in Business and Management related studies. (http://www.qaa.ac.uk/en/publications/documents/subject-benchmark-statement-mastersdegrees-in-business-and-management.pdf) 2 Teaching and Learning Strategy The main strategies behind the teaching and learning methods employed include: To determine the teaching and learning methods on a module by module basis according to what is found from experience to be most effective. A number of modules on the programme are already running successfully on existing MSc programmes. To seek a diverse experience for students where they will meet a number of varied styles during the course of the entire programme. To include practical and project work that gives students the opportunity to develop technical and transferrable skills at the level expected from professional engineers working in associated industries. The Faculty educational philosophy of Activity-led learning will be embraced to support this. To work within the University imposed constraints for the operation of postgraduate taught programmes. To work within the Faculty frame work for postgraduate taught courses to enable the sharing of modules where this is desirable. Advantage has been taken of this feature to include some relevant optional modules from other departments. The assessment regime ensures that students receiving the award will have broadly met all the expected learning outcomes. Specifically, the learning outcomes of the programme are mapped to specific modules (section 21 of programmes specification). In turn the learning outcomes of each module are mapped to assessment tasks. Hence, to receive the MSc degree a student must have achieved the expected learning outcomes to an acceptable level. The delivery of the programme has been informed by the general direction of the Faculty of Engineering and Computing to adopt an activity-led learning approach. An example of this can be seen in the VHDL for digital system design module. In the past this might have been delivered with 2 hours of lectures a week and an assessment task requiring students to undertake a VHDL design project and submit a report. With the move to activity led learning it is now delivered using 3 contact hours per week; 1 hour in the lecture room and 2 hours in a laboratory where students will use VHDL design tools. If the module population requires it the laboratory session will run multiple times 20 P a g e

21 supervised by a Teaching Assistant. The module assessment has two separate elements which require students to undertake individual practical assignments and evidence that they have completed them successfully. Many staff teaching on the programme are active in both technical and educational research/development projects. They have authored recent educational publications covering topics such as: audio feedback methods, automatic response systems, activity led learning and integration of technical work with personal tutor mechanisms. The staff take pride in being innovative and are always looking for ways to improve their teaching and assessment. The departmental assessment strategy (section 3 below) has been designed to provide a reasonable work load for students. There is inevitably an assessment peak at the end of each postgraduate semester, but staff provide as much advanced notice of assessment requirements as possible often provided on week one of a module to ensure students have the best opportunity to plan their time effectively. To encourage student participation all modules make use of the University s virtual learning environment (CU online). Registers are also routinely taken and persistent non-attenders followed up by the departmental administrative team. To encourage personal development students are invited to attend relevant professional society events on campus and can participate in the Global Leader s programme offered by the Graduate and CPD Centre. 3 Assessment Strategy The programme s assessment strategy follows the Department of Aviation, Aerospace, Electrical and Electronic Engineering s assessment strategy which is in turn informed by the University s assessment strategy. This is implemented by requiring module leaders to comply with the strategy when they develop modules and present them for approval to the Board of Studies. Highlights from the strategy are repeated below for reference. This strategy is intended to provide guidance in setting module assessments. It is not intended to be prescriptive, or to prevent innovation, which is encouraged. Assessment methods within modules are approved by their associated Board of Studies. The assessments associated with a module must be as described in its descriptor which should give students an indication of what to expect from a module and how the module mark is calculated. Further detail may be provided in the module guide including the timing of assessments. Volume of assessment should be based on estimating the amount of time a student takes to complete it. The normally expected assessment load for a module is from 20% - 30% of the study hours for the module (40 to 60 hours for a 20-credit module). A rough guide to estimating hours is given in the following table. It is recommended to keep the assessment load as low as possible consistent with 21 P a g e

22 providing a sound assessment. Assessment Type Assessment Hours Unseen examination 10 hours per hour exam duration Class test 10 hours per hour test duration Presentation 5 hours 1000 word essay 10 hours It is expected modules with examinations will only use exam durations of 2 or 3 hours. Modules with coursework and examination elements are expected to employ one of the Coursework (%) Exam (%) All coursework should be issued to students with clear information on: learning outcomes covered, assessment criteria, due date (which should be reasonable), planned return date, submission arrangements, how the marks relate to the module mark, and details of the assignment task. Marked coursework should be returned in accordance with the University policy. Marks must be simultaneously posted on CU online. Feedback should be given to justify the mark awarded and assist students with their learning. There should be a timetabled opportunity for students to question the assessor about their results and seek clarification if necessary. In the event of a dispute over marks awarded the work may be referred to the moderator for a second opinion. Detailed marking schemes or worked solutions as appropriate should be prepared for all summative assessments. The preferred mechanism for distribution of coursework assessments, their collection, detailed feedback and return is via CU online. Software for detecting plagiarism should be used wherever possible along with electronic marking applications such as Grademark. Assessments should be designed to fully assess all learning outcomes associated with a module. The number of assessments to reliably achieve this should be kept as low as possible. All assessments should be moderated in accordance with Faculty Policy both before being issued to students and once marked, before return. Moderators are encouraged to question the challenge presented by an assessment and the fairness of its marking. Reassessment will normally be of the same form as the original assessment. It will cover the same learning outcomes and offer a similar challenge. 22 P a g e

23 In addition to summative assessment it is recommended that students are given formative tasks to support their learning. Formative assessments need not follow the same rigour as summative assessments. Examples could include: tutorial questions for which solutions sheets are issued, on-line assessments, etc. To aid student learning it is recommended there be at least one early assessment activity which completes by the mid-point of the module delivery. It is desirable that there be a variety of assessment experiences within a course and module. It is important that the total course assessment load is reasonable for students and module leaders will need to co-ordinate to ensure there are no significant overloads. It is recognised that group assessments presents particular challenges and require 4 Programme/Course Management Admissions to the programme will be managed in detail by the Graduate Centre and International Office in compliance with the guideline entry requirements set by the Department of Aviation, Aerospace, Electrical and Electronic Engineering. Any problematic or borderline applications will be forwarded to the department admissions tutor or Course Director for detailed consideration. Operational responsibility for the management of the course rests with its designated Course Director. Where assistance is needed the Course Director can call on help from the associated departmental and faculty management structures. Students are formally represented in course management through the system of representatives and student forums operated through the student union. These operate in accordance with University guidelines. For effectiveness the meetings for this programme will be run alongside similar department MSc programmes. 5 Entry Requirements and Selection Procedures The entry requirements are as described in Section 15 of the programme specification. Selection is not based on interview or any other exceptional procedures. 6 Compliance with the University s Academic Regulations and current legislation The programme has been designed to be fully compliant with the current University Academic Regulations and the numerous associated guidelines, policies and codes of practice. It is not possible to provide a formulaic approach to how the programme might be varied to suit students with disabilities as it requires individual reasonable adjustment. Section 15.3 in the programme specification outlines the general procedure that will be followed when an application is received from a disabled student. 23 P a g e

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