Programme Specification

Transcription

1 Specification Final Award and Title Exit Award(s) and Title(s) Name of Route / Pathway / Framework Professional Qualifications Accreditation Modes of Study Delivery Sites Length Work Based Learning MBA Educational Management and Leadership Postgraduate Diploma in Educational Management and Leadership Postgraduate Certificate in Business Administration MBA Suite Full-time, Part-time, Flexible & Distributed Learning (FDL) Lancaster, Carlisle, Energus, Ambleside Full-Time 1 Year Part-Time up to 4 years 1. Educational Aims of the The overall aims of the programme are to: 1. Develop a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which are at, or informed by, the forefront of the academic disciplines of management studies and educational management. 2. Acquire comprehensive understanding of techniques applicable to research and advanced scholarship in the disciplines of management and educational management. 3. Critically apply theoretical knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the disciplines of management and educational management. 4. Evaluate current research and advanced scholarship in the discipline of management. 5. Critically examine methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. 6. Explore and apply qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility and decision- All rights including copyright in the content of this programme are owned or controlled by the University of Cumbria. Except as otherwise expressly permitted under copyright law or by the University of Cumbria, the content of the programme may not be copied, duplicated, reproduced, republished, posted, distributed or broadcast in any way without the written permission of the University of Cumbria

2 making in complex and unpredictable situations. 7. Critically examine Business and Management Research opportunities in a real world context. 2. Features and Requirements This MBA programme has embedded the university themes of Sustainability, Creativity, Employability and Enterprise. During this programme you will work as individuals and groups, and have the opportunity to apply theoretical concepts to real-life complex case studies. In your final project, you will have a choice of either completing a dissertation or a substantial independent project. The main feature of this MBA is that it offers you flexibility of study; all students share common modules for the first 60 credits (the Postgraduate Certificate) which cover the main elements of management. This structure offers you a solid foundation in management, and at the same time, allows for specialisation and sector specificity which will enhance your employability. Hence, this programme is resource efficient. After the initial 60 credits, the next 60 credits of the programme will be delivered entirely on-line with tutor facilitation from the tutor team from the Faculty of Education. Additionally, the Supervisory team for the final 60 credits of the programme will be drawn from Faculty of Education tutors. Other key features of the programme include: Options for September or January start National, regional and international contexts Consideration of educational contexts as business driven organisations A common core of modules which will be co-studied with students from a wide range of sector backgrounds Educational-centred applicability of syllabus This MBA allows you to develop your reflective and critical thinking skills by challenging their reasoning and analytical mindset. The problem-based learning process ensures the learning process encompasses the current global educational climate and evolving management reasoning, practices and solutions. Throughout the programme, you will also be able to hone your academic and transferable skills such as report writing, portfolio creation, individual and group presentation, teamwork, negotiation skills, time management, research skills, business communication skills, leadership styles, business aptitude, IT skills, equality and diversity awareness. The MBA Team consists of academics who are Fellows of the Higher Education Academy and active members/ practitioners of the educational community at a regional, national and international level. All tutors have an active research profile. 2

3 3. Learning Teaching and Assessment In accordance with sound educational research and current best practice, the programmes will be delivered through a broad range of learning and teaching strategies. The delivery of the programmes and their assessment will reflect the spirit of University of Cumbria s Learning, Teaching and Assessment Strategy and in particular emphasises: (i) Learning, Teaching and Assessment approaches, pedagogy and values that underpin LTA design throughout the programme The University s LTA strategy (2009/12) places emphasis on widening participation, employment-based learning and flexibility and distributed learning. The LTA strategy for targets are arranged under 4 points of focus; access, engagement, assessment & feedback, and flexible independent learning. The programme team recognise that you are individuals with specific teaching and learning needs and attributes. Each module has varied teaching, learning and assessment methods to optimise every student s potential for learning, with a range of teaching strategies, and the focus on theory-practice balance. Every module has a module handbook providing full details of intended learning outcomes, module content and suggested reading list. You will be supported throughout the programme by the programme team, LiSS, and also taking increasing responsibility for their own learning. At this level of study students are encouraged to take responsibility for their own learning with staff facilitating the learning process. The aim is to encourage a high level of student autonomy in learning and the capacity to apply this within the wider environment. These overall aims are achieved through the use of a variety of learning and teaching techniques which include lectures, seminars, workshops, discussions, debates, group tutorials, case studies, problem-based learning and visiting speakers. Self-evaluation is a key learning strategy and directed study tasks are set and completed on an individual or group basis according to their needs of the activity. Assessment is an integral part of the learning process. Assessment tasks are designed to reflect the content and delivery style of each module. The MBA programme involves a wide variety of current business situations, and is underpinned by strong theoretical models and evidence based practices. This is reflected in the variety of assessment methods to accommodate a diversity of learning styles and encourage the development of new skills. Formative tutor assessment, summative tutor assessment, self evaluation and peer assessment all contributes to the development of students skills in critical analysis and reflection. A learner-centred approach will be adopted with the aim of promoting independent learning, as a consequence direct face-to-face teaching contact hours will be supplemented by tutor-guided and independent reading and research which will emphasise the need to work in a critical way with theory and empirical research sources. In addition to access to module tutors, students have access to LiSS, Careers Advisors, and Personal Tutor for additional academic and pastoral support. 3

4 Further learning, teaching and assessment support include: Negotiated learning agreements Preparation for employment and self-employment IT sessions Presentation (individual and team) Discussion and debate Guest speakers Experiential learning and Ambleside experience Group tasks (ii) Contexts For Learning During the progress of the MBA programme, a variety of teaching methods are utilised to enhance the students overall learning and personal development experience. The programme is delivered by a blend of scheduled group workshops, lectures, tutorials, guided independent study and assessment. Student learning is directed and supported via contact in-class with tutors and peers. The use of BlackBoard acts as the central facility to support independent study. Seminars are also provided for students to apply their knowledge to practical scenarios, and obtain feedback on their grasp of knowledge and understanding. The University has identified four learning contexts for enactment of our curriculum offer: Campus-based learning experience, enhanced through the use of technology Connected sites, Gateway and placement settings providing more support online and distributed places for learning Intensive programme attendance, backed up by online learning Online, at-a-distance learning utilising full range of UoC digital resources and supported communication through learning technology A combination of classes, guided study, self-directed study and assessments is designed across the programme and within each module, and the approach is for a constructive, collegiate and formative manner. This enables each student to achieve the module and programme outcomes with regard to learning, skills and development. All students also receive a broad range of learning support from LiSS. In addition, BlackBoard and Pebblepad VLE will be used for interactive activities, forums and discussion groups. Students are encouraged to make significant use of on-line resources especially journals and e-books. (iii) Learning, Teaching and Assessment Methods In developing the LTA strategy, the MBA programme team members have considered the Learning and Teaching Strategy and QAA Codes of Practice. Additionally, the assessments reflect the University s Regulations for Postgraduate Taught Degrees. Students will be assessed on their achievement of the programme learning outcomes which, in turn, are achieved by meeting the learning outcomes of the modules. The assessment of the programme learning outcomes will therefore be achieved by 4

5 assessment at the module level. Selection of the methods for assessment will be determined by the requirements of each individual module and the rationale for selection of those methods will be left to the module specifications. Assessments are chosen to examine student s ability to integrate theory and practice, and to think critically in relation to theory, empirical research and practice. Subject specific, professional and transferable (negotiations, communication, time management, presentation, report writing) skills are developed within classroombased and independent learning activities. Most modules assess a variety of skills, either directly or indirectly through the assessment work for the module. The dissertation module enables students to study and research into a specific topic in depth, and also develops further the capacities for self-managed learning and critical thinking. In certain circumstances the programme team may wish to examine dissertations via a viva voce. Learning and Teaching Methods include: a. Lectures to provide a structured framework of knowledge b. Tutorials to develop further understanding and to develop discussion and debate c. Seminars to develop in depth knowledge and critical thinking d. Online and class based workshops to develop critical analysis, research and IT skills e. Guided and independent study to develop research skills, study skills and in depth knowledge f. Reflection using PebblePad for development of academic skills, professional skills, research skills and transferable skills. g. Personal Tutor System for additional support. Assessment Methods: Some examples of assessment methods include: case study, reflective reports, academic essay, e-portfolio, production and presentation of reports, poster and oral presentation, written report, online assessment, research proposal, dissertation. a. Problem-Based Learning (PBL) to assess research and application of theoretical knowledge, and in depth understanding of management studies b. Essays to assess research and written communication skills c. Presentations (individual and group) to assess oral communication and teamwork skills. d. Dissertation to assess independent study, self-management and advanced research skills e. Online participation and e-portfolio to assess research and IT skills LTA approaches will be continually evaluated and improved by using module evaluations, peer review, focus groups, enhancement and module development sessions. The will ensure an enhanced student learning experience and continuing professional development of academic team to maintain a contemporary LTA best practice. (iv) Formative Assessment 5

6 Formative assessment is an important feature within this MBA programme. The nature of the formative work varies across the modules, and often becomes part of the summative assessment. Formative work includes in-class or online activities such as presenting work-in-progress presentations and reports. Peer and self-assessment are also used to provide feedback on formative tasks. Feedback methods for formative assessment include: Online audio or written feedback via VLE Generic feedback to group in class or via / VLE Peer feedback through seminars via discussion or presentation feedback Immediate verbal feedback where possible 4. Outcomes This programme provides opportunities for students to develop and demonstrate: (i) Knowledge and Understanding 1. Evaluate educational markets, stakeholders and customers: the development and operation of markets within educational contexts for sourcing resources, goods and services; managing customer and stakeholder expectations, service and orientation. 2. Assess the impact of environmental forces on organisations including ethical, social, economic and technological change issues; international developments; change management 3. Critically evaluate and develop appropriate leadership behaviours, organisational policies and strategies within a changing environment to meet organisational aims and objectives and stakeholder interests and to manage the impact of external factors on educational organisations (eg Ofsted). 4. Apply problem solving and decision making skills using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems; the ability to create, identify and evaluate options - demonstrate numeracy and quantitative skills including the use of models of business situations (ii) Employability Skills 5. Demonstrate effective self-management, leadership and management of others and the ability to continue learning, display self-awareness, self-reflection and sensitivity to diversity in people and different situations 6. Demonstrate an ability to learn through reflection on practice and experience, and advance their knowledge and understanding to develop new skills through independent learning that will enhance their continued professional development. 6

7 (iii) Qualities, Skills and Other Attributes 7. Communicate effectively both orally and in writing, using a range of media, including the preparation of business reports. 8. Perform effectively within a team environment; demonstrate interpersonal skills of effective listening, negotiating and persuasion, and exercise Initiative and self-direction in solving problems. 9. Demonstrate the ability to assess analyse and synthesise information from a range of sources and apply them to theoretical and practical problems; act autonomously in planning, designing and applying research methodologies. 5. Level Descriptors At HE Level 7 (Masters level), students will be able to demonstrate that they have the ability: to display a mastery of a complex and specialised area of knowledge and a critical awareness of issues at the forefront of the area of study; employ advanced subject-specific and cognitive skills to enable decision-making in complex and unpredictable situations; generate new ideas and support the achievement of desired outcomes; accept accountability for decision making including the use of supervision; analyse complex concepts and professional situations by means of synthesis of personal and work place reflection and data drawn from scholarship and research in the field. 7

8 6. Curriculum Map Structure Level Module Code Module Title and Module Aims Credit Points Core/ Compulsory/ Optional/ Qualificatory * Notes (eg pre/corequisites, core optional etc) 7 UCBS7001 Leadership and Organisational Behaviour The aim of this module is to develop a critical awareness of leadership theories, models and research and their relationship and application to critical organisational behaviour concepts. 7 UCBS7002 Strategic Thinking and Effecting Change The aim of this module is to explore contemporary strategic thinking and planning across a range of organisations and how the consideration of change is vital to the flexiblity of such planning. The range includes public/private continuums, size and geographical locations. 7 UCBS7003 Finance for the Professional Manager This module aims to provide working managers with the knowledge, skills and techniques to enable them to forecast, budget, control and evaluate operational activity through the process of management accounting. In addition it aims to introduce the scope and function of strategic financial management including the assessment of risk and capital projects. 20 Core 20 Core 20 Core Students exiting at this point with 60 credits at Level 7 would receive a PgCert 7 MSLS7209 Leading and Managing Human Resources in Educational Contexts This module aims to enable you to develop a critical awareness of legislative and policy directives in relation to the educational workforce and to ensure that objectives, policies and practices effectively and appropriately monitor, deploy and develop the Human Resource available to the organisation. 7 MSLS7210 Marketing the Educational Organisation This module will enable you to explore the context of increased marketisation of education and how this demands an emphasis on promoting the educational organisation within its context and 20 Core 20 Core 8

9 against its competition in order to build relationships, secure market share and promote the organisational brand both locally and within the wider educational field. 7 MSLS7211 Theoretical Contexts of Educational Leadership This module aims to give you an opportunity to explore and critically evaluate the nature and complexities of leadership and apply this to your own educational context and leadership practices. It will consider a range of perspectives and theoretical frameworks relevant to your leadership role. 20 Core Students exiting at this point with 120 credits at Level 7 PgDip 7 UCBS7017 Principles of Postgraduate Management Research This module aims to enable students with the necessary research skills to devise and critically engage with an independent research project that pertains to the leadership and/or management of their subject discipline. Students will be able to critically evaluate their personal engagement with research philosophies, methodologies and methods & demonstrate the links between each of these key investigative strands. 7 UCBS7018 Postgraduate Independent Project This module aims to provide the student with the opportunity to engage in the process of research through an extended piece of independent study. The student will be expected to demonstrate a mastery of complex and specialsed knowledge within their field of practice. 20 Core 40 Core Progression / Award requirements Module pass mark: 50% (Postgraduate) (*) Note: Core Modules must be taken and successfully passed. Compulsory Modules must be taken but can be carried as fails (if the award permits). Optional Modules students would be required to take an appropriate number of optional modules Qualificatory Unit of study Non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory bodies professional components that are not credit bearing and are pass/fail. 9

10 outcome 9 outcome 8 outcome 7 outcome 6 outcome 5 outcome 4 outcome 3 outcome 2 outcome 1 7. Assessment Map This map charts the assessment of the Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities. D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module Module Code Module Name UCBS7001 Leadership & Organisational Behaviour F F S D D S S S S UCBS7002 Strategic Thinking and Effecting Change S S S F D D S S S UCBS7003 Finance For the Professional Manager F F D S F D S S S MSLS7200 Leading and Managing Human Resources in Educational Contexts DF DFS DFS DFS DFS D FS DFS DFS MSLS7210 Marketing the Educational Organisation DFS D DFS D DFS D FS DFS DFS MSLS7211 UCBS7017 Theoretical Contexts of Educational Leadership Principles of Postgraduate Management Research DFS D DFS D DFS D DFS DFS DFS S F S S D S F D S UCBS7018 Postgraduate Independent Project S F S DFS DFS DFS DFS DFS DFS 10

11 8. Indicative Assessment Calendar Module Code Module Title Method(s) of Assessment Weighting Approx assessment deadline (F/T) Approx assessment deadline (P/T) UCBS7001 Leadership & Organisational Behaviour Formative* Portfolio 100% Mid semester 1 End semester 1 Mid semester 1 End semester 1 UCBS7002 Strategic Thinking and Effecting Change Formative* Portfolio 100% Mid semester 1 End semester 1 End semester 1 Mid semester 2 UCBS7003 Finance For the Professional Manager Formative* Portfolio 100% Mid semester 1 End semester 1 Mid semester 2 End semester 2 MSLS7209 Leading and Managing Human Resources in Educational Contexts Formative assessment via on-line interaction with VLE resources Summative assessment project work e.g. written critical commentary, reflective diary, critical incident analysis etc 100% Throughout the module End of module MSLS7210 Marketing the Educational Organisation Formative assessment via on-line interaction with VLE resources Summative assessment project work e.g. written critical commentary, reflective diary, critical 100% Throughout the module End of module 11

12 incident analysis etc MSLS72011 Theoretical Contexts of Educational Leadership Formative assessment via on-line interaction with VLE resources Summative assessment project work e.g. written critical commentary, reflective diary, critical incident analysis etc 100% Throughout the module End of module UCBS7017 Principles of Postgraduate Management Research Formative* Written Assignment 100% End semester 1 End semester 2 UCBS7018 Postgraduate Independent Project Project Work 100% End Semester 3 *Formative assessment via in-class interactions and/ or VLE interaction 12

13 9. Support for Students and their Learning As a student of University of Cumbria, you will have access to Library and Student Services (LiSS) facilities; careers and employability, financial help, counselling, health and wellbeing, support for disabled students and those with specific learning requirements and taught sessions to develop a high level of information fluency, digital skills and academic skills. You will have embedded skills interventions from LiSS as part of your induction experience and beyond. Typically the interventions have taken the form of workshops but equivalent online input could be chosen through liaison. Embedded induction input will cover IT network passwords, basic intro to Blackboard and webmail, library services and electronic resources (ebooks, ejournals, image collections etc). Later input will cover more advanced (including level 7) information fluency and critical reading and writing skills. LiSS will provide quantitative and qualitative feedback to the faculty on the impact of the skills support offered to participants on an annual basis. You can access individual support from LiSS via guidance and by face to face advice throughout your student journey. Further LiSS Learning and skills development workshops may be requested by tutors or directly by you. These sessions focus on a range of skills including; preparing for the online TDA skills tests, using smartboards, planning for dissertations and introducing the requirements of academic research and writing at Masters level. In addition, you will have access to online tutorials and the skills@cumbria support area on Blackboard and on the LiSS website: Module leaders will collaborate with LiSS learning advisers to ensure reading lists are current and that ebooks and electronic journal titles have been considered. Reading lists will be made available to LiSS Learning advisers who will transform them into interactive electronic lists using the Talislist tool. The finished lists will be made available on an open access basis (for prospective students) from the LiSS website (and other appropriate platforms). The University has an established policy for the provision of Personal Tutor (PT) support to students. This policy is available on request from the Administrator. You will be allocated a PT at the commencement of your studies to provide you with support and advice throughout the first two years of your programme. You will be able to request face-to-face or video-conference tutorial time with your PT if necessary, but in the main, communication between you and the PT will be carried out via or over the telephone. When you progress to the dissertation stage, you will be allocated a supervisor. International Student Welfare The International Development Office provides a pre-arrival guide to new students before they come to the UK. This guide includes information about: visas, travel to campus, finances, accommodation, student life, and international student support and resources. An orientation for international students is run by the International Development Office in both the first and second semesters. These sessions include an introduction to campus and the city, as well as discussions on academic and cultural expectations. During term time, further support is provided with academic skills sessions and social activities. Students are 13

14 also encouraged to contact the International Development Office with any questions or concerns they have during their time. 10. Criteria for Admission The entry requirements for the MBA are drawn up in accordance with the University s regulations, as indicated below; italics are used to indicate specific requirements for this. A) candidate must satisfy one, or combination, of the following conditions; Hold one of the following prior to commencement of the : i) A UK first degree with honours at a minimum of 2:2 or above. ii) iii) A non-graduate qualification which the University deems to be of satisfactory standard for the purpose of post-graduate admission. In the absence of a UK first degree with honours (or equivalent), the candidate should have relevant work experience and have held a position of team leader (or equivalent in the educational sector) responsibility for a minimum of three years within the previous five years (this normally applies to part time students only). B) For non UK degree programmes, the University will utilise the Naric database to determine its equivalence to a UK honours degree. C) Applicants presenting non-standard qualifications with substantial business and management experience may be invited for an interview to present their experiential learning. D) Where an applicant s first language is not English, the applicant must hold a secure English Language test to the equivalent of an IELTS 6.5 (with no less than 5.5 for each band) or undertake to a satisfactory standard of the UoC English assessment/ pre-sessional English programme prior to commencing the Masters programme. Applicants can claim APL if the candidate holds relevant post graduate qualifications directly comparable to the learning outcomes of the modules on this programme. In accordance with the University s regulations, the maximum number of credits that can be brought by APL into this programme will be 120 (this would apply to students who have successfully completed the taught part of an MBA and who want to return to complete the dissertation). However, given the specialist nature of the educational modules in this programme, in most cases the maximum number of credits that can be sought on the programme will be 60. Advanced standing on the course will be considered in line with the University s APL Regulations and Procedures. Where the credit (internal or external) is more than 5 years old, a written Statement of Currency may be requested to show how the learning has been kept up to date. 14

15 11. Methods for Evaluating and Improving the Quality and Standards of Learning and Teaching Mechanisms for review and evaluation of LTA, the curriculum and outcome standards Module Evaluations by Students and staff AER at course and quality group levels Periodic review and revalidation activities Liaison with External Examiners Involvement of student representatives on course / school committees. Involvement of student representatives on Framework Quality committee. Regular Section Team meetings. Peer Review mechanism. Knowledge Transfer Partnerships and other industry related activities. Quality Committee (PQC) Committees with responsibility for monitoring and evaluating quality and standards Mechanisms for gaining (and responding to) student feedback on the quality of teaching and their learning experience Staff development priorities for staff teaching this programme Quality Committee (PQC) Framework Quality Committee Faculty Learning, Teaching and Quality Enhancement Committee (FLTQEC) (University) Learning, Teaching and Quality Enhancement Committee LTQEC Module Evaluation Forms Student Membership of PQC Feedback from students into personal tutor system Informal consultative meetings with students Peer Review Priorities for staff development will be given to those involved in: Completion of current external course(s) such as Professional qualifications, Masters or PhD programmes. Attendances at appropriate internal courses run by AQD and HEA. Typical examples are workshops on assessment, Blackboard training and HEA seminars. Teaching staff are working towards the Professional Standards Framework. 12. Additional Information This MBA will enable you to have a fuller knowledge and critical awareness of current issues within the field of educational management and leadership. Many educational organisations now operate as independent organisations much more akin to the way Private/Independent School sector within the UK has always operated. In the UK and across the world, ambitious 15

16 and high quality educational professionals move into leadership and management roles as their careers progress. In addition, the strong British International Schools sector continues to exert influence and a common curriculum across the globe. This MBA is highly relevant for continuing professional development which facilitates requisite skills in business planning, HR management, financial management and forecasting and IT. An MBA in Educational Management and Leadership is designed for senior staff as an appropriate and relevant qualification to support their enhanced roles in an increasingly commercial sector. 13. Administrative and Supporting Information Key sources of information about this programme and its development can be found in the following: Quality Group: Faculty Teaching Institution Collaborative Partners Description of type of Collaboration JACS code: code (CRS): UCAS code: (where applicable) Date of last engagement with external bodies (eg QAA, Ofsted, etc) Date of Specification validation Validated period of programme: Master s Degrees in Business and Management, 2007 University of Cumbria Business School Arts, Business and Science University of Cumbria N/A N/A N120 PM-BUSADM N/A UK QAA April 2011 June years Date of changes to Specification: Reason for change: (eg minor changes) Date: 16

17 The University of Cumbria is registered under the Data Protection Act 1998 to collect and process your personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information. The Ambleside Experience is offered as an optional delivery mode for the following modules only: UCBS7001 Leadership and Organisational Behaviour UCBS7002 Strategic Thinking and Effecting Change This includes a one-week residential at the University of Cumbria s Ambleside campus. There will be additional costs incurred for accommodation and subsistence only. 17