BA (Hons) International Business (Direct Entry) (N121) (BESU136)

Transcription

1 Faculty of Business, Environment and Society Course Specification Undergraduate Business Course BA (Hons) International Business (Direct Entry) (N121) (BESU136) Academic Year Version: Final June 2014

2 Contents Introduction Part 1: Programme Specification 1-10 Basic Programme information 11 Educational Aims of the Programme Page 12 Intended Learning Outcomes 13 Programme Structure and Requirements 14 Support for Students and their Learning 15 Criteria for Admission 16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning 17 Regulation of Assessment 18 Indicators of Quality and Standards 19 List of mandatory and core option modules 20 Curriculum Map 21 Capabilities (Skills) Map Part 2: Supporting information Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements. Teaching and Learning Strategy Assessment Strategy Programme/Course management Entry Requirements and Selection Procedures Compliance with the University s Academic Regulations and Current Legislation

3 Introduction The International Business (Direct Entry) course is part of the suite of Business courses offered by the Department of Strategy and Applied Management within the Faculty of Business, Environment and Society. The course is a final year top up course and is designed for international students to do their final year of undergraduate study at Coventry University. The objective is for students who have already completed at least 2 years of their undergraduate studies from partner institutions to come and complete their degree with Coventry Business School. Each student is considered individually and APL is applied to map equivalence to the first two years of a UK Business degree. As businesses increasingly find themselves competing in a global market place, so companies are looking to employ graduates who have experience of countries and cultures other than their own. The International Business course is a direct entry to the final stage BA Honours degree allows students from outside the UK to prepare for a career in international/global business. The courses match the University s declared aim of increased internationalisation and the QAA subject benchmarks for Business and Management.

4 Course Specification for BA (Hons) International Business (Direct Entry) 1 Available Award(s) and Modes of Study Title of Award * Mode of attendance* UCAS Code FHEQ Level BA (Hons) International Business (Direct Entry) F/T 1yr P/T 2yr N121 6 BA International Business 6 Diploma of Higher Education Certificate of Higher Education Awarding Institution/Body Coventry University 3 Collaboration N/A 4 Teaching Institution and Coventry University, Faculty of Business, Environment and Society Location of delivery* 5 Internal Approval/Review Dates Date of approval*may 2012 Date for next review by Academic year Programme Accredited by* Not 7 Accreditation Date and Duration 8 QAA Subject Benchmark Statement(s) and/or other external factors * 9 Date of Programme Specification * 10 Programme Manager/Course Tutor * 11 Educational Aims of the course To review annually The programme has been designed to meet the General Business and Management 2007 benchmarking statements. May 2012 Xavier Pierron The educational aims of the course are: 1. To gain an internationally recognised degree to further post graduate studies 2. To develop a range of transferable skills of value in employment and career development. 3. To equip students with linguistic proficiency aimed towards practical application within the external environment. 4. To reflect business thought and practice within the international context and with an emphasis, where appropriate, on the application of theory to practice 5. To enable students to develop, or enhance, careers in the international business arena through the option of learning an European Language 12 Intended Learning Outcomes On successful completion of the course an International Business (Direct Entry) student should be able to: 1. Show an ability to act independently as a learner or manager in an international setting 2. Demonstrate the ability to work with or through others from culturally diverse backgrounds 3. Apply logical solutions to the formulation and resolution of global problems and issues. 4. Possess a wide range of skills and competencies in order to be productive in a graduate level role within international areas. 5. Develop their ability to learn and use a European language 6. Demonstrate a comprehensive knowledge and understanding of the international business environment, business strategy and the key functions of business organisations 12.1 Knowledge and Understanding On successful completion of the course a student should be able to

5 KU1 KU2 KU3 KU4 KU5 Evaluate the nature of strategic decision-making in organisations within the international arena Assess the holistic nature of a business organisation Critically assess how an organisation interacts with its external environment Apply relevant business concepts and theories to new contexts Critically evaluate a given international business context KU1 KU2 KU3 KU4 KU5 The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. Teaching and Learning Lectures, seminars, problem-based learning, blended delivery, textbooks, module webs, journals (hardcopy and electronic) Case studies, Problem-based learning Lectures, seminars, Problem-based learning, textbooks, module webs, journals (hardcopy and electronic), problem-based learning Lectures, seminars, case studies Lectures, seminars, textbooks, module webs, journals (hardcopy and electronic), case studies Assessment Examinations, Individual written coursework and/or project work, time constrained tests Case study analysis and assessment, Examinations, Individual coursework Examinations, Individual written coursework and/or project work, time constrained tests Individual project work and analysis, case study assessment and application Examinations, Individual coursework 12.2 Cognitive (thinking) Skills* On successful completion of the course a student should be able to: C1 C2 C3 C4 C5 Apply appropriate business concepts, models or techniques to analyse business problems particularly within an international context Produce appropriate written, verbal or electronic format output Synthesise and critically evaluate different academic views on a variety of business focussed issues Identify, analyse and critically assess problems and issues within organisations in both local and international arenas Demonstrate the ability to communicate and conduct business in a language other than their own native language The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. CS1 CS2 CS3 CS4 CS5 Teaching and Learning Case studies, seminars, problem-based learning, practical exercises Problem-based learning, projects, workshops, electronic business resources and databases, university library, ICT packages Lectures, seminars Lecture, seminars Language labs, seminars and workshops Assessment Examination, time constrained tests, individual written coursework Written project work, presentations, poster display, seminar papers, written reports Seminar paper and presentation Presentations and individual written coursework Oral and written communication

6 12.3 Practical Skills* On successful completion of the course a student should be able to: PS1 Formulate and suggest solutions to business problems particularly within an international context PS2 Communicate in non-verbal and verbal formats appropriate to a specific global business context PS3 Use the standard ICT business applications packages The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. Modules offered through the Add+vantage scheme will provide opportunities for skills development and support for Personal Development Planning. The development of discipline-based development planning is detailed in Part 2; Supporting information. Teaching and Learning Assessment PS1 Lectures, seminars, workshops Case studies, examinations PS2 Lectures, seminars, workshops Presentations, written reports PS3 Computer-based learning packages, example workshops, on-line tutorials Exercises, coursework, presentations 12.4 Transferable Skills * On successful completion of the course a student should be able to: TS1. Act as independent learners and carry this ability into their future career development TS2. Demonstrate a range of skills that are transferable within a business context, for example problem-solving, information presentation, evaluation and analysis, effective use of ICTs for business application TS3. Take responsibility for planning, preparing, and writing individual coursework and/or project work The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. Teaching and Learning Assessment TS1 Seminars, individual surgeries, problem-based learning, electronic library, university library Project, reflective commentary, personal development portfolios TS2 Large group work, small group work, seminars, workshops, lectures, role play Group assignments, presentations, practical exercises, TS3 Lectures, Seminars Written coursework/project work Transferable/key skills are generally incorporated within modules (see annex 3) and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be 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.

7 13 Programme Structure and Requirements, Levels, Modules, Credits and Awards 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 19. In order to give a strong focus and cohort identity all seminar groups for mandatory modules on BAIB (Direct Entry) will be composed entirely of students from the course in order to aid the social settling in of students studying for the first time in CBS. BA (Hons) International Business (Direct Entry) All students are to take 120 credits. They must include mandatory modules and a language. Module code Module title Semester Credit value Pre/Co requisite 353FIN International Finance 2 20 Not 345SAM Project Management for Business 2 & 3* 20 Not 355SAM Global Business 1 20 Not 353SAM International Logistics 2 & 3* 20 Not 352SAM Business Dissertation 2 20 Not 359SAM Principles of Strategy 1 20 Not 305HRM International HRM 2 & 3* 20 Not 312MKT International Marketing 2 20 Not 391DEL Advanced Business English for International 1 & 2* 10 Not Students 1 392DEL Advanced Business English for International 2 & 3* 10 Not Students 2 O O M O O M O O CO CO M = Mandatory O = Optional CO = Students must take at least one of these core options as part of their programme Enrolments to this course occurs twice a year October & January January starters on International Business will have a restricted programme of study as determined by the course director. Please note * indicates compulsory modules for January starters The course is available on a full one year basis or a split year basis when students study five modules in the between October June and the final module over the summer term (5+1)

8 Students studying on a basis will study 100 credits in the first part of the year. They will then register for a further 20 credits in the summer. Progression and Awards The conditions given below are specific regulations for an honours degree in the named course. They are in addition to University Academic Regulations. For an Honours degree a student must have passed or been credited with all mandatory modules and 360 credits equivalent (240 credits from the home institution and 120 credits from Coventry University) Cascade of Awards BA (Hons) International Business BA International Business Diploma in Higher Education Certificate in Higher Education Conditions for Awards For an Honours degree in International Business a student must have passed all mandatory modules plus options to a total of 360 credits. Honours Classification is calculated according to University Academic Regulations. The classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class shall be 70%, 60%, 50% and 40% respectively. For a Diploma of Higher Education a student must have passed a minimum of 240 credits including 100cr (L1) and 100cr (L2). For a Certificate of Higher Education a student must have passed a minimum of 120 credits at Level 1.

9 14 Support for Students and their Learning Students will be supported by the following mechanisms: An induction programme for all new students at the start of their studies. This will normally give an introduction to the following: o o o o o o The University and the Faculty of Business, Environment & Society Their course study and timetable A Specific International Student induction to aid settling in a new environment The library CUOnline - VLE Key staff such as the course director, APT & teaching and support staff. The allocation of an academic personal tutor who may be consulted on academic matters, and who will advise and manage each student s course study. A direct entry IB course guide, student handbook and individual module guides or timetables A course web on CUOnline, which will provide opportunities for discussions amongst student groups and with course tutors, and enable the posting of relevant support material or links to supporting websites (e.g. relating to personal development and careers, or study skills) Other CUOnline facilities including module webs The University and Faculty Student Support Centres, including the Faculty Partnership Office All support mechanisms are consistent with University policies on Equal Opportunities (including that on students with disabilities). Reasonable adjustments can be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities. This will be done on an individual basis in consultation with the University Disabilities Unit. International students, particularly those who enter into the course as a direct entry student, are given additional support so as to aid their transition into the learning environment within the course. Students in these situations will participate in workshops at the start of their course and throughout the year which aim to develop the students academic skills; online resources are also made available, along with specialist support from tutors and academic personal tutors. Student will receive extensive support on how to work in groups and the social dynamics of teamwork. This training begins in induction when students are given the opportunity to work within groups within a non-threatening environment. Group work skills are continued in the Semester 1 module on academic skills and are then practiced and consolidated in seminars for almost all modules. 15 Criteria for Admission 240 credits (120 ECTS) at level 1 and 2 obtained in a business related area. These should include any prerequisite modules for the course of study. UCAS entry profiles may be found at Plus IELTS 6.5 or equivalent The general requirements are in line with University Policy.

10 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The course is managed by the Strategy Board of Studies of the Faculty of Business, Environment and Society. The Programme Assessment Board (PAB) for Strategy is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The assurance of the quality of modules is the responsibility of the Boards of Studies which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Academic Registry s web site. Students are represented on the Students Forum, Board of Studies 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. The Faculty of Business, Environment and Society also operates the following methods for evaluating and enhancing the quality and standards of teaching and learning: A faculty wide peer observation system whereby all fulltime and fractional staff are observed and observe once per year The provision of in-house seminars and workshops on teaching and learning matters which all staff are invited to attend 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. On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively.

11 18 Indicators of Quality and Standards In 2007 the University conducted its yearly Student Satisfaction Survey (published as part of The Report of the Student Experience at Coventry University), the results from which showed that 75% of students were very satisfied with their Business courses within the Faculty. Faculty staff are encouraged and supported to engage in a wide range of research activities in line with Coventry University s commitment in its Mission Statement to provide an excellent education enriched by a focus on our applied research. This participation enables the development of continuing knowledge and expertise of staff and informs the teaching and learning process by ensuring evidence-based, up-to-date input which underpins the exploration of relevant issues, problems and practice within an appropriate context. 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. From an international perspective has a dedicated international office that has academic, social and welfare supports and contacts across the globe and a growing reputation in the market. 19 Additional Information Key sources of information about the course and student support can be found in BAIB Student Course Handbook - Which will be discussed at induction and available via the VLE. Module Guides for all modules available for study Module Information Directory ( Study support information which is accessible from the student services home page Please note: This specification provides a concise summary of the main features of the course 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 guides 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. Module Information Directory ( Study Support information is accessible from student services home page 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.

12 19 Curriculum Map Intended Learning Outcomes Knowledge and Understanding Cognitive (Thinking) Skills Practical Skills Transferable Skills Module KU1 KU2 KU3 KU4 KU5 CS1 CS2 CS3 CS4 CS5 PS1 PS2 PS3 TS1 TS2 TS3 codes 355SAM 359SAM 353SAM 345SAM 352SAM 312MKT 305HRM 353FIN 391 / 392DEL * or other language agreed with Top-Up Tutor/Home Institution 20 Capabilities (Skills) Map Module codes Learning to Learn Working with others Problem Solving and Numeracy IT and Online Learning Communication Information Management Innovation 355SAM TPA P TPA * P P PA 359SAM TPA P TPA * P PA P 391 / 392DEL TPA PA P * P TPA PA 353SAM T P P * P P P 352SAM T P P * P P P 312MKT T P P * P P P 305HRM T P T * P P P 353FIN T P T TPA P P P

13 Students have access to University Services such as Employment Placement Tutors and have a dedicated workshop to prepare them to UK academic skills. Key: T=Taught, P=Practiced, A=Assessed The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme. Capability Outlines (from the Code of Practice for Academic and Skills Development) Learning to Learn Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Working with Others Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Numeracy Students should be able to interpret, analyse and present numerical data. IT and Online Learning Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communication Students should be able to communicate effectively in appropriate forms in a wide variety of situations. Career Management Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations. Information Management Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Personal Development Planning Students should be able to demonstrate self-awareness, set personal goals and record achievement. Capabilities developed through the Add+vantage Scheme In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage module in each of the three years of their course. Theses Add+vantage modules will develop the following generic capabilities: Problem Solving Skills Action Planning and Organising

14 Written and Oral Communication Questioning and Listening Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be addressed in each of the Add+vantage modules: Achievement orientation Initiative (Creativity) Self Confidence Decisiveness Reflectiveness Adaptability/Flexibility Influencing Career Management Skills

15 Faculty of Business, Environment and Society Programme Specification Part 2 Supporting Information for BA in International Business (direct entry) Preamble The IB (Direct Entry) course applies the six PRME (Principles for Responsible Management Education) and the course team conveys these principles and values to our students too. It is the aim of the course team to integrate the PRME principles into the curriculum through Corporate and Social Responsibility & areas such as sustainable trading. CBS has adopted PRME in all of its business course designs as they value the framework as being internationally recognised for adaption and change, an area critical for all businesses trading today. It will support a generation of students who can focus on not just profits but sustainability and good corporate citizenship in doing so enhance graduates employment options. 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The intended learning outcomes of the Coventry Business School s BA (Hons) International Business degree has been specifically designed to ensure the QAA benchmarks statements for General Business and Management 2007 of the Higher Education Qualifications in England, Wales and Northern Ireland have been addressed. In the design process close attention has also been paid to the Framework for Higher Education Qualifications in England, Wales and Northern Ireland s Descriptors for a higher education qualification at Level 6 (2008) The requirements of the benchmark statements and the level descriptor have been included in both programme learning outcomes and module learning outcomes and a mapping exercise has been undertaken to ensure the programme learning outcomes have been cumulatively met through the module learning outcomes. 2 Teaching and Learning Strategy A major aim of this programme is to enable students to think like a manager in global business contexts. This includes the following key academic underpinning and transferable skills: Consider and critique secondary data with an academic approach, to abstract and simplify in order to identify and model the essence of a problem. Analyse and reason both deductively and inductively. Communicate results concisely to a wide audience, including those with no managerial experience. Working strategically to enable students to think critically about the limits of one s analysis in a broader range of contexts. To draw on both internal and external global environmental elements or constraints in the decision making process. In order to achieve this, the teaching and learning strategy of this internationally grounded course is based on building the basic international principles of management previously studied, with a particular focus on the key fundamental global concepts. These concepts lead to a transformed way of understanding business and may open up a new and previously inaccessible method of thinking about real industry issues on a global stage. The strategy for teaching and learning on this course is grounded in focusing students in developing both independence in their learning approaches but also transferable skills to enhance their global employability opportunities going forward. This course has been set up to ensure that a cohort of students are taught where possible in their originally assigned seminar groups to encourage a supportive environment and aid interaction and

16 peer to peer support something that has been identified as a difficulty of final year entry students. Face to face delivery but also drawing on blended teaching approaches provides the main platform for student learning that enables them to achieve the intended learning outcomes of the course, however this is strongly supported in areas via virtual and online supported student to develop skills expected in industry. The course structure is strongly supported by the use of learning technologies such as CU- Online Moodle and improving social interaction with peers. The design and delivery of the curriculum is informed by the University s teaching and learning strategy in the following ways: i) Members of the teaching team come from diverse multi-cultural backgrounds and have moved away from a sole reliance on content driven face to face lecture approach to one that uses a range of different teaching and learning techniques. Influenced by the work of Kolb, the strategy is to use a variety of teaching methods so that the students have an opportunity to participate in a learning activity that suits their style of learning. The range of teaching methods adopted include lectures, seminars, tutorials, workshops, peer to peer teaching and learning, projects and group integrated learning and assessment. Activities are also designed in order to create a more experiential / active learning environment with the aim of encouraging deep learning. ii) iii) iv) This programme thanks to the regular use of actual business case studies and group courseworks, encourages self-reflection and the development of soft skills, notably during presentations and team work management. The design and delivery of the programme has been heavily influenced by applied research undertaken by academic staff who have developed strong links with both local and global industry. Networking with both employers and academic supporting institutions such as the Higher Education Academy. A distinctive feature amongst the academic staff is this interest in pedagogical issues. Research grants have been awarded for a number of projects that have undertaken analysis on the impact of various teaching/learning activities. The department is proactive in applying new and innovative ways of enhancing the student experience both through social and academic support. The course team recognises that in order to enthuse, motivate and help students achieve their full potential that it is important that their studies are supported by the very best teachers. The course team ensure that the teaching team have not only a clear focus on excellence in the area of academic delivery but also proven industry experience too. v) International teaching approaches have also been used to try and encourage a more cooperative learning environment. The course has been structured to support the students learning and social development. Co-operative learning is encouraged outside the classroom with the use of the VLE, group work and problem based learning. All of these methods aim to develop students into independent, self motivated individuals. Greater interaction with students from other courses comes through areas such as the optional module choices and the management society and departmental social events. vi) Expert contributions from outside the department but from within the university are made by staff from the International Experience and Mobility Service. This area offers support in all areas of welfare and social needs. 3 Assessment Strategy The methods of assessment will be described in the Course Specification Part 1. This section will concentrate on the underlying strategy and how the course assessment strategy fits with this: Enables a student to demonstrate achievement of the course learning outcomes Allows for a variety of effective and prompt feedback through a number of sources Complements and supports the student s independent learning process Is supported by and enhanced by the use of e-assessment and feedback Assessments have been designed at a course level to provide opportunities for students to demonstrate achievement of all the intended learning outcomes. The intended learning outcomes have been informed by the relevant subject benchmark statements. In order to ensure transparency all

17 assessment criteria are provided for each and every module via CU-Online. In order to ensure that each student s assessment workload is consistent for their stage of study, the course team have worked collectively on forms and times of assessment. Assessments will allow students to look at case-studies and related problems from a number of business areas in order to allow students a deeper level of understanding and application. It also reflects real business situations giving the opportunity of application to develop transferable skills. Early formative and summative assessments are also implemented in some mandatory modules on stage one of the programme in order to ensure early feedback and guidance for students who are in transition to HE. Formative assessment and feedback is provided widely through a range of different learning environments including interactive lectures, seminars, workshops, tutorials and through CU- Online. In order to discriminate between categories of student performance the department team has developed and implemented the following criteria which is informed by the University s Assessment Strategy. Class Mark range Guidelines Class I % 80 89% 70 79% In addition to that for 70 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects. In addition to that for 70 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected. Class II : I 65 69% 60 64% Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented. A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence. Class II : II 55 59% 50 54% Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented. Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation

18 may be unclear at times. Class III 45-49% 40 44% An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not wellexpressed/presented. Irrelevant material likely to be present. Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunderstandings. Little use of material and limited reading/research on the topic in evidence. May be poorly structured and poorly expressed/presented. Some material may be irrelevant to the assignment requirements. Marginal fail 35 39% Some relevant material will be present. Understanding will be poor with little evidence of reading/research on the topic. Fundamental errors and misunderstanding likely to be present. Poor structure and poor expression/presentation. Much material may not be relevant to the assignment. Fail 30 34% Inadequate answer with little relevant material and poor understanding of theories, concepts, issues and methodology, as appropriate. Fundamental errors and misunderstandings will be present. Material may be largely irrelevant. Poorly structured and poorly expressed/presented % 0 19% Clear failure to provide answer to the assignment. Little understanding and only a vague knowledge of the area. Serious and fundamental errors and lack of understanding. Virtually no evidence of relevant reading/research. Poorly structured and inadequately expressed/presented. Complete failure, virtually no understanding of requirements of the assignment. Material may be entirely irrelevant. Answer may be extremely short, and in note form only. Answer may be fundamentally wrong, or trivial. Not a serious attempt. In order for this to be transparent it is distributed to both staff and students via CU-Moodle. 4 Course Management The course is managed by a course director, with overall responsibility for course design and delivery. Supporting the course director is a course team, responsible for elements of the overall course at the final stage. This structure is communicated to the students during induction week and is outlined in the student Handbook which is made available via the VLE. The key responsibilities of the course director and the course team have been determined at faculty level and are as follows. Course Directors To oversee the running of the course To produce course documentation, and update for changes To head the development for revalidation of the course To coordinate the development of the course To co-ordinate and manage the academic staff on the course To act as back stop for student advice/ appeals To represent the course on Faculty and University committees To become involved in/ lead course initiatives To advise on and oversee articulation agreements with partner institutions

19 To liaise with tutors with cross faculty student support roles and the Student Support Office NOTE: This area is currently under review with the Assoc dean of BES for Student Experience Academic Personal Tutors APTs will be allocated to students on their entry onto their chosen course, this tutor will remain with them throughout their time at Coventry studying at UG level. The role of the APT is provide academic and social support to students Further support is given by students mentors working alongside an APT for student related social guidance and advice. Student Forum meetings are held at a course level. The Students Union ensures that student representatives are elected from the courses. One Student Forum meeting is held each term covering all years of the programme. This is not only expeditious, but also encourages students to raise issues or solve problems between themselves 5 Entry Requirements and Selection Procedures Candidates must be able to satisfy the general admissions requirements of the university and the Department for Strategy and Applied Management. Applicants will be expected to have the following: 240 credits (120 ECTS) at level 1 and 2 obtained in a relevant subject area. These should include any pre-requisite modules for the course of study. Plus IELTS 6.5 or equivalent View equivalent qualifications 6 Compliance with the University s Academic Regulations and current legislation All Undergraduate Business courses are produced to comply with Coventry University s Academic Regulations. All course procedures and practices are consistent with University guidelines, policies and codes of practice This course specification is subject to change in line with permitted variations