Programme Specification. BA (Hons) Human Resource Management. Valid from: September 2015 Faculty of Business

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1 Programme Specification BA (Hons) Human Resource Management Valid from: September 2015 Faculty of Business 1

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statements: External accreditation/recognition: Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University BA (Hons) Human Resource Management Degree without Honours Diploma of Higher Education in Human Resource Management Diploma of Higher Education Certificate of Higher Education MC10: HJ 3WD1 N200 On campus Full time (3 years) / sandwich (4 years) / part-time (up to 8 years) English Subject benchmark statement: General business and management (QAA 2007) None Faculty of Business February

3 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Distinctiveness of the programme This programme is distinctive in the following ways: This degree prepares students for a career in Human Resource Management and also shares a common first year with three other programmes: Business and Management, International Business and International Business Management. Students can therefore choose between programmes in an informed manner and have the flexibility to change between the degree programmes after the first year. The opportunity to study abroad for up to one year and undertake a work placement with one of over 1000 different companies The programme offers a distinctive active learning approach, learning takes place in a variety of settings, lectures, seminars, workshops, discussions, case study analysis. Students actively engage with business problem solving and decision-making in realistic contexts through interesting and challenging scenarios The curriculum is informed by rigorous academic thinking and practical insight offered through engagement with employers. 2.2 Aims of the programme The aim of the course is to enable graduates to develop an analytical, evaluative and evidencebased approach to key aspects of human resource management (HRM) within the context of business and management in today s complex international context. Through active learning and enquiry, students will exercise initiative and personal responsibility in order to develop the ability to learn independently and to engage in critical enquiry and personal development. Students ability to make decisions in complex and unpredictable contexts will be underpinned by an awareness of the complexities inherent in organisational life, together with knowledge of the business and commercial environments within which all organisations function. This will be supported by their HRM knowledge and understanding. Graduates will have a broad business education which will equip them for a wide range of successful careers underpinned by sound management knowledge and capabilities. This fosters a knowledge fusion that underpins creativity, professional competence and further academic study. SECTION 3: PROGRAMME LEARNING OUTCOMES Having successfully completed this programme a graduate in BA (Hons) Human Resource Management will be able to: 3.1 Academic literacy 1. Demonstrate a systematic understanding of how key business functions, processes and structures, and their interrelationships, contribute to business effectiveness. 2. Critically evaluate how to add value through the implementation of appropriate HR strategies and policies for organisations within a legal and ethical framework. 3. Understand and evaluate the complex and uncertain nature of the global environment, its relationship with strategic human resource management and thus the direction of business and how it responds to change. 3

4 4. Explore and critically evaluate business, management and leadership processes, concepts and frameworks through analysis of complex and multifaceted business problems from a range of organisational, industrial and international contexts (also in Global Citizenship). 5. Implement processes for the resourcing of the organisation by effective human resource planning to meet the organisation s business requirements. 6. Identify competencies in the leadership and management of organisational activities and processes in a range of contexts. 7. Evaluate and then develop employee relations procedures and processes which encourage resolution of any conflict at work and enhance employee commitment to organisational objectives (also in Critical Self-awareness). 8. Demonstrate a systematic and integrated approach to motivating and rewarding people to enhance organisational performance through maximising employee contribution. 3.2 Research literacy 9. Examine and deploy a range of business and management research methodologies and techniques, demonstrating an awareness of their role in decision-making and the development of ideas at the forefront of the discipline. 10. Structure, design and apply tools of research, analysis, decision-making and evaluation to a wide range of international scenarios and problems. 3.3 Critical self-awareness and personal literacy 11. Develop knowledge of systematic and integrated approaches to the management of people that acknowledge the uncertainty, complexities and interdependencies of management (also in Academic Literacy). 12. Critically evaluate the importance of values, ethics and social responsibility in all aspects of business and personal life (also in Global Citizenship). 13. Demonstrate skills of critical evaluation to devise, substantiate and sustain arguments contributing to decision-making. 14. Demonstrate self-awareness by reflection on continuing personal and professional development including the ability to self-evaluate own performance. 15. Engage effectively within a team / learning / professional group, recognise, support or be proactive in leadership, negotiate in a professional context and manage conflict. 16. Manage, with minimum guidance, own learning, exercising initiative and personal responsibility, can seek and make use of feedback and self-evaluate own work. 3.4 Digital and information literacy 17. Employ functional data for the management of risk and uncertainty. (also in Academic Literacy) 18. Deploy relevant techniques for the effective financial management of business. (also in Academic Literacy) 19. Make effective and efficient use of digital and on-line resources. 4

5 20. Make effective and confident use of relevant and appropriate technologies to enhance learning, communication and strategic decision making. 21. Communicate information, ideas, problems and solutions in a professional manner using appropriate media and work effectively online with others using collaborative tools 22. Be confident and flexible in identifying and defining complex problems and the application of appropriate knowledge, tools / methods to their solution (also in Academic Literacy). 3.5 Global citizenship 23. Demonstrate a systematic understanding of the complex and uncertain nature of the global environment, its effects upon the strategic human resource management and direction of business and responses to change. 24. Confront the challenges of international human resource complexity, multiple perspectives and the culturally mediated nature of organisations. 25. Interact effectively within a global team / learning / professional group, recognise, support or be proactive in leadership, negotiate in a professional context and manage conflict. SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Year 1 This programme shares a common first year with BA (Hons) Business and Management, BA (Hons) International Business Management and BSc (Hons) International Business Level 4 compulsory modules: U50001 Analytical Techniques for Business and Management (single, semester 1) 1 module from: U51015 International Business Context (double, semester 2) U51017 International Business Context (January starts, double, semester 1) 1 module from: U58002 Introduction to Management (double, semesters 1 and 2) U58006 Introduction to Management (January start, double semester 2) plus U51002 Foundations of Business (single, semester 1), if without Business A-level Year 2 - Level 5 compulsory modules: U50031 Business and Finance ++ (single, semester 1 or 2) U51038 Exploring Strategy+ (single, semester 1 or 2) U58021 Developing Human Resource Strategies++ (single, semester 2) U58024 Introduction to People Management+ (single, semester 1) U58025 Leading and Managing People + (single, semester 1 or 2) U58029 Organisational Behaviour (single, semester 1)second or final year U58031 Research Methods (single, semester 1) + Compulsory for Degree without Honours and for Named Diploma of Higher Education ++ Compulsory for Degree without Honours Year 3 optional work placement (U58065 Placement) Sandwich mode students are required to take U58030 Skills for Placement Search (non-credit) in year 2. Final Year - Level 6 compulsory modules: U51072 International Business Case Studies (double, semester 2) 5

6 U58072 Developing Self, Developing Others (single, semester 1) U58073 Dynamics of Employment Relations (single, semester 2) U58076 International Human Resource Management (single, semester 2) U58079 Alternative Perspectives on Management (single, semester 1) Level 4 recommended modules U51014 The Evolution of Global Business U55002 Foundations of Marketing U58004 Planning a Successful Event U58005 Creating Entrepreneurial Organisations Level 5 acceptable modules U50032 Corporate and Business Law U50034 E-Business U50037 Management Information Systems U51050 Managing Knowledge for Competitive Advantage U51056 Environmentally Sustainable Business U51057 The Business of Sport and Entertainment U51068 Independent Study U51069 Independent Study (Community Engagement) U52022 International Finance U55038 Managing Business Operations U55043 Customer Experience Management U58020 Creativity and Innovation U58022 Enterprise and Entrepreneurship U58023 Ethics in Business U58027 Managing Non-Profit Organisations Plus not more than 2 credits from: U61512 French B1 (1) U61513 French B1 (2) U61514 French 4A U61515 French 4B U61520 French 5A U61521 French 5B U62012 German B1 (1) U62013 German B1 (2) U62712 Mandarin Chinese 2A U62713 Mandarin Chinese 2B U63012 Japanese 2A U63013 Japanese 2B U63512 Spanish B1 (1) U63513 Spanish B1 (2) U63514 Spanish 4A U63515 Spanish 4B U63528 Spanish 5A U63529 Spanish 5B U70923 Academic English for Business Purposes U70924 Higher Academic English Language Skills Level 6 acceptable modules U50072 The Developing Business U52080 Contemporary Issues in Finance U55072 International Marketing U58077 Leading and Managing Change U58078 Perspectives on International Management U58088 Independent Study 4.2 Professional requirements Not applicable 6

7 SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment This programme emphasises active learning and facilitative teaching methods through which students are expected to construct their own knowledge and understanding by engaging in supported processes of enquiry, often carried out in small groups so giving opportunity for frequent and informal feedback. It also encourages a participative approach to learning including collaborative learning and peer review. The programme emphasises the exploration of business and management issues and problems that are set in realistic contexts, which allows theory to be explored through interesting and challenging situations, thus marrying critical enquiry with practical insights. Students are at the centre of the learning process, making their own connections between ideas. Synthesis is encouraged with enquiries involving the integration of knowledge from multiple subject areas. The programme s overarching aim regarding assessment is to use assessment to both measure student achievement and to promote student learning and engagement. Within this, the programme seeks to implement a programme focused assessment strategy to achieve four main objectives: i. Firstly, the reduction of assessment pressure points and consequent stress on both staff and students. ii. Secondly, to enhance student engagement and ability to make informed judgements on their own work. iii. Thirdly, to enhance student progression and achievement of programme learning outcomes through the provision of effective feedback and feedforward. iv. Finally, through diligent adherence to Faculty and University quality assurance policies and procedures and critical self-evaluation of the Programme s learning, teaching and assessment processes to ensure (within pragmatic limits) the assessment of student learning is both valid and reliable and does not unfairly disadvantage any student. These objectives are met through: An assessment schedule developed and agreed by the programme showing assessment load, type and balance across compulsory modules, as defined by the Assessment Compact (2009 onwards). The identification and mapping of the key learning outcomes, graduate attributes and transferable skills within the programme structure. An enquiry-based pedagogy including early diagnostic assessment in level 4 to enhance student engagement, embed good study habits and inform teaching practice. Enhanced formative assessment to allow for practice and rehearsal of literacies and skills as well as unfamiliar assessment methods. Feedback strategies that promote the active engagement of students with their feedback and where feed-forward opportunities are explicitly articulated. The programme acknowledges the importance of student engagement and involvement both within and outside the formal classroom. The methods with which such engagement is developed include: student-centred, active learning pedagogies (e.g. enquiry based learning, collaborative activity, peer review); assessment and feedback processes; the development of a more personal and relational learning environment; and enhanced opportunities for student and staff interaction. Contact hours comprise a mix of lectures (including guest speakers as well as more theory-based material), seminars, workshops and tutorials. The students approach to enquiry is supported and structured through, for example, in-class exercises, debates, discussions and case study analysis, during their contact hours. In general, a single module (15 credits) will comprise 150 hours of study including 24 hours contact time (lectures, seminars/workshops) and 126 hours of guided learning (reading, coursework preparation, revision etc). 7

8 Academic literacy To underpin their future careers in business and management, students will need skills of critical thinking informed by relevant theoretical perspectives to make effective decisions in the context of the uncertain and rapidly changing business environment. Consequently, the distinctive learning approach of this programme is enquiry-based learning that underpins the development of the intellectual skill of critical enquiry and encourages active engagement with the discipline. This is especially emphasised in level 4 in U58002 Introduction to Management and U51015 International Business Context. At level 5 an increased emphasis is placed on acquiring a systematic understanding of HRM within the context of business and the application of theory to practice. Modules U58024 Introduction to People Management, U58021 Developing Human Resource Strategies and U58029 Organisational Behaviour specifically address those HRM issues that arise from the internal and external environments by increasing the students understanding of that environment in addition to recognising the range of alternative HRM responses to these business choices. At level 6 the compulsory modules U51072 International Business Case Studies and U58072 Developing Self, Developing Others will further develop students autonomous learning skills. These two honours modules offer opportunities to synthesise facets of HRM in globalised business and understand self in the context of continuous learning in the workplace. Research literacy At level 4 students begin to identify and use appropriate business and management information sources and develop an understanding of basic academic conventions, including referencing and academic (mis)conduct. At level 5 there is increased emphasis on more advanced information literacy and research skills to develop an independent learning approach, with U58031 Research Methods. At Level 6, students develop skills in the application of research tools, analysis, argument, debate, evaluation and decision-making to a wide range of contemporary strategic business scenarios with U51072 International Business Case Studies. Critical self-awareness and personal literacy Students are introduced to Personal Development Planning (PDP) in Level 4, including reflective practice and self-evaluation, and receive formative feedback from tutors. In U58002 Introduction to Management (double) students develop an e-portfolio to explore their reflections on the development of their management skills. Students skills in self-evaluation and reflection are further developed in Level 5 in U58025 Leading and Managing People with a focus on leadership and management competencies plus consideration of intercultural issues. At level 6 the compulsory U58072 Developing Self, Developing Others module will further develop and demonstrate students skills of reflection. Digital and Information literacy E-learning is used as a tool to support learning in a variety of ways. A blended learning approach on all compulsory modules is supported by use of Brookes Virtual/Moodle for virtual lectures, plus online resources and activities. The development of students digital literacies, including skills in online communication and collaboration, begins at level 4 in U58002 Introduction to Management (double) and continues at Level 5 in U51035 Business Strategy for Competitive Advantage and U58025 Leading and Managing People. In terms of information literacy, the focus is on developing students skills in selecting relevant information and data and, at levels 5 and 6 with U58073 Dynamics of Employment Relations synthesising and integrating that information for decision making. 8

9 Global citizenship The programme s aim is that students develop a deep understanding of the complexities of the global business environment and the skills to manage that complexity, including consideration of the intercultural issues relating to management. This begins in Level 4 with analysis of intercultural communication, continuing at level 5 in U58025 Leading and Managing People, and in Level 6 it is embedded across the range of compulsory and alternative compulsory modules, particularly in U58073 Dynamics of Employment Relations. 5.2 Assessment regulations The programme conforms to the University s Academic Regulations; section B2 Undergraduate Modular Programme Regulations The Programme also embeds the principles and practices within the Brookes Assessment Compact. Assessments are carefully designed to contribute to formative developmental feedback and can incorporate peer feedback as well. All module guides include specific assessment criteria which are clearly communicated and an assessment calendar is also produced. SECTION 6: ADMISSIONS 6.1 Entry criteria Typical offers A-level: grades BBB or equivalent IB Diploma: 31 points Advanced Diploma: grade B, including A-level at grade B BTEC National Diploma: DDM AS-levels will be recognised in place of a maximum of one A-level (may include a 12-unit vocational A-level) Key skills are not required but would be a positive feature of an application, as would free-standing AS-levels such a Critical Thinking. Specific Entry Requirements GCSE: Mathematics and English (grade B preferred) Please also see the university's general entry requirements. English Language Requirements Please see the university's standard English language requirements. 6.2 DBS checks Not applicable. 9

10 SECTION 7: STUDENT SUPPORT AND GUIDANCE Induction An induction programme is provided before teaching begins in the first semester, providing the opportunity to meet fellow students outside the classroom situation. It also introduces the philosophy of the programme, the rationale for its design and delivery, and provides insight into what is expected of students. People A number of people are available to support, guide and assist personal development during the programme. The Programme Lead and Programme Administrator work as a team to ensure the programme runs smoothly. The Module Leaders and Module Tutors provide academic tutoring and answer subject specific queries during modules. Each student is allocated an Academic Adviser from within the Department and is invited to regular and structured meetings throughout the programme to review progress and get help with academic development. The Student Support Coordinators can provide one-to-one support, advice and guidance on a range of issues, such as personal and family problems, disability or sickness, learning difficulties and money worries. They offer the opportunity to talk to someone who is not connected to academic studies and can refer students to other services available within the University, which include: Counselling, Student Disability and Dyslexia Service, Medical Centre, International Students Advisory Service, plus specific support for mature students. Study skills support is provided by the University s Upgrade service, which provides bookable tutorials and a drop-in service on all campuses plus an online directory of study skills resources. English language support is also available. Programme and Module Guides Handbooks are provided for both the programme and for each module. The Module Guide provides: Contact details of the Module Leader and Tutors Specific content and learning outcomes Week by week topics and activities Details of required class preparation Recommended and required reading Coursework assessment including the task, learning outcomes, assessment criteria and deadlines. Work-placement and Careers Centre support The Work and Voluntary Experience Service (WAVES) supports sandwich-mode students in applying for and securing a work-placement. During the placement year itself students are supported by an assigned placement tutor who remains in regular contact with the student and their line manager and conducts at least one meeting at the student s place of work, WAVES also supports students in identifying volunteering or internship opportunities. The University Careers Service offers guidance on career planning as well as practical advice on CV writing, mock interviews and assessment centres, tutorials and careers counselling. Its online vacancies database Talent Bank details internship and graduate job opportunities plus volunteering and project work. SECTION 8: GRADUATE EMPLOYABILITY This course prepares graduates to secure positions locally, nationally or internationally. Graduates might work in business, for a major charity, in education, health care or government. Many go on to graduate traineeships in international companies such as Ernst & Young, IBM, Virgin, Aldi, Intel, Yell Ltd, O2, Microsoft, Lush and Dell. 10

11 SECTION 9: LINKS WITH EMPLOYERS There is a strong emphasis on links with industry and both compulsory and acceptable (optional) modules host a range of guest speakers. For example, on U58030 Skills for Placement Search guest speakers have included representatives from BMW, Experian, Samsung, Glaxo Smith Kline and Hays Recruitment. All students have the option of undertaking a placement year in year 3 of the course. The Business Faculty WAVES team manage relationships with over 1000 employers, the overwhelming majority of whom remain enthusiastic about employing our students year after year. We enjoy a high success rate in placing students with employers, due in large part to the skills development embedded within years 1 and 2 of the programme. The placement year is a building block of the sandwich mode programme and reflective practice is developed and extended in final year Level 6 modules such as U58072 Developing Self, Developing Others. Recent placement employers have included Aston Martin Racing, Disney, Harley Davidson, IBM, NHS Trust, Prospect Soft and Samsung. SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision The reputation of the Faculty of Business is underpinned through programme accreditations received from the Association of MBAs; professional associations such as the Chartered Institute of Personnel and Development and the European Foundation for Management Development. The Business School is widely regarded as one of the best within its peer group. The Faculty of Business's programmes benefit from rigorous quality assurance procedures and regularly receive excellent feedback from external examiners, employers, students and professional bodies. Quality assurance of the Programme is addressed in a number of ways:- Subject Committee meetings held once a semester to enable staff and students to feedback on the programme A rigorous annual and periodic review process to ensure the currency of the programme An external examining process that follows the university guidelines Systematic end of module and end of programme monitoring and evaluation 11

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