Coventry University College. BSc (Hons) Information Technology Practitioner. Programme Specification

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1 V 1 Coventry University College BSc (Hons) Information Technology Practitioner Programme Specification Author : Lorraine Gearing Version : 1 Date: March

2 V 1 BSc (Hons) Information Technology Practitioner Contents DRAFT... Error! Bookmark not defined. Contents... 2 Part 1: Programme Specification Educational Aims of the Programme Intended Learning Outcomes* Programme Structure and Requirements, Levels, Modules, Credits and Awards Support for Students and their Learning Criteria for Admission Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning Regulation of Assessment Indicators of Quality and Standards Additional Information Capabilities (Skills) Map Part 2: Supporting Information

3 V 1 Introduction The Honours Degree of Information Technology Practitioner is offered as part of the Information Technology curriculum portfolio at Coventry University College, which will commence delivery in September The portfolio includes a range of awards; HNC, HND and Honours level across a number of specialisms and is designed to equip students with the knowledge, competences and practical skills that are required for successful IT practice within the businesses environment whilst at the same time providing the academic rigour that is expected from an award from Coventry University. Subsequently, the course will lead both to academic awards (including HNC/HND and Coventry University Honours degree) and the potential for a professional qualification, such as the Chartered Institute for IT Certificate or Diploma (British Computing Society). IT practice is growing in importance across the world, and is extensively used within the business environment to manage and grow the business base, communicate across the world, undertake remote working, and to manage business functions. Business is increasingly reliant upon IT as a core component of its functions, such as e- commerce, e-marketing and e-trading. Hence, the demand for employees with high quality skills, practice and knowledge in IT practice is increasingly important for businesses. The employability of CUC graduates is a critical success factor and while many academic institutions provide technology based IT courses, this programme combines high-level practical skills with key business management skills, to provide a rounded knowledge of the business environment, and increase employability. Employers are also seeking candidates who can demonstrate leadership within a team and as part of a change management process, and can demonstrate their professional development within this ever evolving field. This course will provide these skills within the modules, and practical and transferable skills across the programme. Teaching will be designed to be available either fully face-to-face, in the College if studying full-time, or as a mix of face-to-face classes and online delivery if studying part-time, through blended delivery. This programme will support a range of students, including those looking to progress academically and those wishing to support or broaden their work based skills and learning. By providing the students with this degree of flexibility in how they can engage with the teaching and learning it is expected that a significant number of students who might not previously been able to access awards of this quality will now be able to do so. The delivery mode is simply one way in which Coventry University College is taking an innovative approach to higher education and for which the College wishes to be known. The forecasted student numbers in this course alone are around 60 FTEs for the academic year in 2012/13. 3

4 V 1 Part 1: Programme Specification for BSc (Hons) Information Technology Practitioner 1 Available Award(s) and Modes of Study Title of Award * Mode of attendance* UCAS Code FHEQ Level BSC (Hons) Information Technology Practitioner F/T 3 Years I901 P/T 3 Years HND Information Technology Practitioner HNC Information Technology Practitioner F/T 2 Years P/T 2 Years F/T 1 Year P/T 1 Year 109I 009I Z = Level 3 C = Level 4 I = Level 5 H = Level 6 2 Awarding Institution/Body Coventry University. 3 Collaboration Coventry Academic Regulatory Framework. 4 Teaching Institution and Location of delivery* 5 Internal Approval/Review Dates 6 Programme Accredited by* Coventry University College, Armstrong Siddeley Building Date of approval*/latest review: 02/2012 Date for next review: 02/2018 The programme will provide students with the opportunity to progress to other related professional qualifications, such as the Chartered Institute for IT Certificate (British Computing Society), which can be gained in a number of specialist areas. These certificates are at Foundation and Practitioner level, and relevant learning objectives have been mapped where possible. 7 Accreditation Date and Duration 8 QAA Subject Benchmark Statement(s) and/or other external factors * 02/2012 The Subject benchmark Statements relevant for this programme are: Computing (2007) 9 Date of Programme Specification * 10 Programme Manager/Course Tutor * 01/2012 Lorraine Gearing 4

5 11 Educational Aims of the Programme The educational aims of the programme are to provide: a) a broad ranging honours degree within the field of Information Technology which includes learning outcomes that are consistent with relevant professional qualifications. b) a range of awards that are responsive to local and national markets. c) a range of awards that facilitate access to Higher Education for a diverse range of students. d) a range of awards that reflect current Information Technology thinking and practice, specifically in the areas of business e) a range of awards that develop students ability to apply academic theory and related concepts in the workplace. f) graduates with a critical understanding of and ability to apply appropriate methodologies in specific Information Technology scenarios; including, support, maintenance, software design, database creation and network development g) graduate skills in the synthesis and critical appraisal of Information Technology knowledge and research h) graduates with key practical and transferable skills to enhance their long term employability V 1 12 Intended Learning Outcomes* This programme satisfies the QAA benchmark statements (2007) and Coventry University s Code of Practice for Academic and Professional Skills Development. The QAA benchmarks have changed from earlier guidance (2000), and simplified the categories of expected learning for graduates to just Knowledge and Understanding (KU), and Cognitive skills (C). However, the Coventry University Collegeinternal code of practice for academic and professional skills development retains the terminology Practical Skills and Transferable Skills and so these are overlaid on top of the QAA Subject Benchmarks. Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in section 20) Knowledge and Understanding Outcomes are described at award level to illustrate the development of students knowledge and understanding across the overall programme. Cognitive (thinking) Skills are also developed across the programme but these are not described at award level as students entering the programme will require support related to their individual skill level on entry, irrespective of award level. The above is also true of Practical and Transferable skills unless otherwise indicated. Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in. The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section Knowledge and Understanding* On successful completion of the programme a student should be able to demonstrate knowledge and understanding of: KU1 The Fundamentals of Information Technology the fundamentals of Information Technology, including information systems, networks and software their importance, and how they function HNC: At this level students will be introduced to the role of Information Technology within business to develop an awareness of the nature and use of information and information systems in an organisational context. 5

6 HND: Students will critically examine the development life cycle, systems analysis and IT applications, including the object oriented (OO) paradigm. They will have the opportunity to examine a well-established OO method as well as other advanced modelling concepts and techniques. Students will understand the need for, and have appreciation of, professional codes of practice for analysis and design. HONS: Students will develop a critical appreciation of the core interactions and dependencies that exist between the key functions of a business; evaluate the role of information systems in the support of business functions, particularly, cross-functional business processes and be able to evaluate a range of Enterprise planning Systems including their functional capabilities and the role of the underpinning technologies. KU2 Developing Databases including development and manipulation of databases for existing business needs, maintaining and solving issues relating to databases, adapt and improvise SQL for database creation HND: At this level students will critically examine the principles of database modelling, relational database design and manipulation with SQL, database processing with transactions and procedures, object and distributed databases, data exchange and interoperability and emerging data models. KU3 Network Development and Maintenance developing and designing networks; including; security; logistics; maintenance; testing and integration HNC: Students will be introduced to theories relating to communication principles such as characteristics of transmission media, LAN, WAN, Wi-Fi and wireless technologies, protocols for data transmission: ISO 7-layer model for OSI, the data link layer and typical protocols, communications equipment such as modems, routers and bridges, malware such as viruses, worms, Trojan horses, spyware and their effect on system reliability and performance. HND: Students will critically examine the function and role of IT Security in the context of project management including essential management skills and knowledge required to plan, implement and evaluate the complete Systems Security Policy for a networked IT infrastructure.. KU4 Software Design and Development identifying the most appropriate software to undertake tasks within a business, including developing, designing and manipulating software to meet a specific aim HND: Students will explore concepts and theories related to programming which provide solutions to a wide variety of business problems with the emphasis being laid on the whole of the software development process. KU5 Server Development concepts and models related to server development. HONS: Students will critically evaluate tools for more advanced server management, such as development, testing, and general maintenance. They will also examine the range of servers needed for differing business needs including, small business through to large businesses, websites and file storage, and mapping of systems KU6 E-commerce - The Internet, Information Systems (IS) and their e-commerce applications and management and secure systems for ecommerce. Hons: Students will critically examine the theories and concepts related to enabling technologies for e-commerce, the Internet and World Wide Web, website design and management; key e-process in services and manufacturing; multi-channel and pure play models; e-strategy and outsourcing; e-markets and e-supply chain management. The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. KU1 Teaching and Learning Assessment V 1 KU2 KU3 6

7 V 1 KU4 KU5 KU Cognitive (thinking) Skills* On successful completion of the programme a student should be able to understand and apply: CS1 numeracy and quantitative skills including data analysis, interpretation and extrapolation. The effective use of communication and information technology for business applications CS2 problem solving, effective problem solving and decision making using appropriate skills including identifying, formulating and solving IT problems. The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations CS3 effective performance, within a team environment, including leadership, team building, influencing and project management skills CS4 decision making skills, thinking through a decision and the implementation of IT solutions to address a business problem. CS5 the cognitive skills needed for implementing IT solutions and projects CS6 Demonstrate and apply, appropriate underpinning theory and conceptual approaches for Information Technology practitioners, from a range of disciplines CS7 Understand and critically evaluate a range of research methodologies from Computing Science and other subjects that are relevant to this discipline The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. CS1 Teaching and Learning Assessment CS2 7

8 V 1 CS3 CS4 CS5 CS6 CS Practical Skills* On successful completion of the programme a student should be able to: PS1 Communicate in verbal and non verbal forms relevant to a business setting, such as writing business reports PS2 Design, construct and maintain interactive software for application of specific needs PS3 Use different techniques and apply practical IT solutions to solve problems and aid decision making This cross-references exactly with CS2 (above) CS2 problem solving, effective problem solving and decision making using appropriate skills including identifying, formulating and solving IT problems. The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations PS4 Demonstrate practical skills in system development, including IT security, ecommerce, manipulating information systems and testing PS5 Effectively build and deploy databases using an object oriented approach to design and development HND: The focus will be at this level in developing these skills. PS6 Select and apply appropriate methodologies for the evaluation of computer software HND: The focus will be at this level in developing these skills. PS7 Design and maintain servers for needs in a business setting; including identifying needs and setting up the server. HONS: The focus will be at this level in developing these skills. PS8 Plan, implement and evaluate numerous systems for information technology in a business environment including system checking and testing and securing web-based business computer system 8

9 The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. V 1 PS1 Teaching and Learning Assessment PS2 PS3 PS4 PS5 PS6 PS7 PS Transferable Skills * On successful completion of the programme a student should be able to: TS1 Solve problems relating to IT using judgement, techniques and as part of a group TS2 Demonstrate a range of employability skills that are transferable within a business context, such as communication skills, interpersonal skills, team working and being able to plan work effectively TS3 recommend a range of software solutions to support IT in business 9

10 TS4 Deal with complex information system specifications, including documentation to support these systems in a focused manner. TS5 Use information technology to handle data, and assist with design and testing These transferable/key skills will be generally incorporated within modules (see annexe 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. V 1 10

11 V 1 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 below. Programme Structure Patterns and modes of attendance The Bachelor s Degree in Information Technology Practitioner can be undertaken full time (F/T) and part time (P/T) mode. F/T mode encompasses either mornings or afternoon classes throughout the week and P/T mode means 2 evenings in the week or a Saturday class, the remaining hours will be self and guided study online. Sept Intake Block 1 Start Module 1 Block 1 teaching starts (6 weeks duration) End of Module 1 Block 1 teaching ends 1 week Results and administration Block 2 Start Module 2 Block 2 teaching starts (6 weeks duration) End of Module 2 Block 2 teaching ends 1 week Results and administration CHRISTMAS BREAK Block 3 Start Module 3 Block 3 teaching starts (6 weeks duration) End of Module 3 Block 3 teaching ends 1 week Results and administration Block 4 Start Module 4 Block 4 teaching starts (6 weeks duration) End of Module 4 Block 4 teaching ends 1 week Exams, results and administration EASTER BREAK Block 5 Start Module 5 (6 weeks duration) Block 5 teaching starts End of Module 3 Block 5 teaching ends 1 week Results and administration Block 6 Start Module 6 Block 6 teaching starts (6 weeks duration) End of Module 3 Block 6 teaching ends 1 week Results and administration Block 7 Resits (6 weeks duration) Resits, revision and rescheduled classes 11

12 V 1 Module Code Aspects of the course to meet professional body requirements: Three modules within the programme include units which map to the qualifications run by the British Computing Society Certificate and Diploma, so that, upon successful completion of these elements the student will have the opportunity to continue learning to secure an appropriate Award through this body. It is however not a condition of academic credit as assessments for the professional qualification will be independent from those undertaken for the academic award. Innovative features Module Title Level 1 / FHEQ level 4 / HNC Credit Value Prerequisite Status Prof Qualification 101IT IT in Business 30 None M CIITSystems Development Foundation Certificate 102IT Information Systems 30 None M CIIT Systems Development Foundation Certificate 103IT Managing Networks 30 None M CIIT Systems Development Foundation Certificate 104IT Introduction to Software Design 30 None M Level 2 / FHEQ level 5 / HND 201IT Designing and Using Databases 30 None M 202IT Developing and Testing Systems 30 None M CIIT Systems Development Foundation Certificate 203IT Software Development 30 None M CIIT Systems Development Foundation Certificate 204IT IT Security 30 None M Level 3 / FHEQ level 6 / BSc (Hons) 301IT Business Computing 30 None M 302IT Server Development and maintenance 30 None M 303IT Information Systems (Advanced) 30 None M 304IT Implementing E-Commerce Solutions 30 None M CIIT Systems Development Foundation Certificate The principle of the College to offer professional qualifications with academic credits wrapped around them is almost unique and does not exist in this form or to this extent in Coventry University or in the context of Coventry s closest competitors. The flexible delivery model allows students to access this level of academic and professional development whilst maintaining outside commitments, and is another example of innovation that will result in increased student numbers. Progression and Awards For an HNC Information Technology Practitioner award a student must have passed or been credited with all the 12

13 mandatory modules and 120 credits. For an HND Information Technology Practitioner award a student must have passed or been credited with all the mandatory modules and 240 credits. For an Honours degree Information Technology Practitioner a student must have passed or been credited with all mandatory modules and 360 credits. The programme has three level of awards available to students: BSc (Hons) Information Technology Practitioner HND Information Technology Practitioner HNC Information Technology Practitioner To progress between stages students must have passed all mandatory modules (120 credits) for the previous stage. V 1 Classification of HNC and HND Awards Module Grading Definition Associated Marks PASS MERIT Satisfactory performance in all major areas of a module as defined by the intended learning outcomes or skill areas. Performance either significantly better than Pass in all areas of a module or outstanding in some areas with a Pass performance in the others % % DISTINCTION Outstanding performance in all major areas of a module % 13

14 V 1 14 Support for Students and their Learning Students will be offered the opportunity to participate in a structured induction course in accordance with the Universities requirements, which will incorporate the following elements: Registration Tour of College Facilities Programme administration and management, including timetable and health and safety Educational Technologies Reasonable adjustments will be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities. Students will be supported by a module leader and module team, and will be able to access further information and support via: the provision of a student and course handbook and range of module guides online support a module tutor computing and library resources on campus peer support the relevant Curriculum Manager to act as a point of contact for academic and pastoral support student welfare services provided by staff with expertise in supporting diverse student needs. Given the nature of this Programme, students will be able to access the latest technology to support their learning, as well as the technology required for the course, including on line learning. The Collegewelcomes students from all backgrounds, including mature students who may well be suited to this type of blended and practical learning. All student support mechanisms will be compliant with the University s policies on Equality and Diversity. 15 Criteria for Admission Coventry University College will work with the Admissions Services within Coventry University to ensure that all fulltime and part-time applications are managed according to the nationally agreed framework and appropriate standards. Coventry University College will typically require: or above UCAS tariff points for a HNC/HND or Honours Degree course All courses will require 5 GCSE passes at grade A-C including Mathematics and English. Accreditation for prior learning is in accordance with the Academic Regulations for taught undergraduate courses. 14

15 V 1 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme has been developed by the Coventry University College team and will be managed by the Coventry University CollegeBoard of Study. The Programme Assessment Board (PAB) for the BSc (Hons) Information Technology Practitioner is responsible for considering the progress of all students and making awards in accordance with the University and programmespecific regulations. The assurance of the quality of modules is the responsibility of the Boards of Study, which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Registry s web site. Students are represented on the Student Forum, Board of Study and College Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. All programmes are subject to a major review involving subject experts external to the University and College normally on a five or six year cycle. At these reviews the views of current and former students, and partners from private, public and the third sectors are sought where appropriate. 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. 15

16 V 1 18 Indicators of Quality and Standards The following are key indicators of quality and standards: The programme has been designed in accordance with the QAA benchmark statements for Computing (2007) and modules have been mapped to the certificate and diploma curriculum from the British Computing Society. In addition: Subject Matter Experts, who are highly experienced in curriculum design, were responsible for the development of the programme and modules Approval will be been sought from the BCS Curriculum Managers will be responsible for the on-going production of teaching and learning materials and tools for assessment, in compliance with the specification and regulations. 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. External examiners have consistently praised the delivery, operation and results of courses in the Faculty, and the programmes presented here build on these existing strengths. 19 Additional Information Key sources of information about the course and student support can be found in Coventry University College Student Handbook Module Guides Module Information Directory (http://mid.coventry.ac.uk/) 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. 16

17 21 Curriculum Map Intended Learning Outcomes Knowledge and Understanding Cognitive (Thinking) Skills Practical Skills Transferable Skills Mod ule cod es 101 IT 102 IT 103 IT 104 IT 201 IT 202 IT 203 IT 204 IT 301 IT 302 IT KU1 KU2 KU3 KU4 KU5 KU6 CS1 CS2 CS3 CS4 CS5 CS6 CS7 PS1 PS2 PS3 PS4 PS5 PS6 PS7 PS8 TS1 TS2 TS3 TS4 TS5 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 303 X X X X X X X X X X X X X X X 17

18 IT 304 IT X X X X X X X X X X X X X X 22 Capabilities (Skills) Map Module codes Learning to Learn Working with others Problem Solving and Innovation Numeracy IT and Online Learning 101IT T,P,A T,P,A Communication Career Management Information Management 102IT T,P,A T,P,A 103IT 104IT T,P,A T,P,A 201IT T,P,A T,P,A T,P,A 202IT T,P,A T,P,A T,P,A T,P,A T,P,A 203IT 204IT T,P,A T,P,A T,P,A 301IT T,P,A T,P,A 302IT T,P,A Personal Development Planning 303IT T,P,A T,P,A T,P,A T,P,A T,P,A T,P,A 304IT T,P,A T,P,A 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. 18

19 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. 19

20 Part 2: Supporting Information for BSc (Hons) Information Technology Practitioner 1 Relationship to the Framework for Higher Education Qualifications, Subject Benchmark statements and Professional/Statutory Body requirements The intended learning outcomes for the Programme have been designed to ensure the QAA Benchmark Statements for Computing (2007) of the Framework for Higher Education Qualifications in England, Wales and Northern Ireland have been addressed. In the design process close attention was also paid to other Professional Bodies who offer qualifications within this field, and fit has been achieved with these courses as far as possible. Close attention have been paid to the above outcomes when drawing together the Learning Outcomes for the programme, to ensure a high quality experience for the student and collaboration wherever possible, which can also lead on to further qualifications. 2 Teaching and Learning Strategy Coventry University College is committed to producing high quality teaching and learning and therefore has introduced a highly responsive approach to the delivery and education. The College provides both academic and professional qualifications to meet the learning aspirations of a wide range of people from the community it serves. It is essential therefore that its courses are current and relevant and it provides a variety of teaching and assessment strategies to meet the learning needs and styles of its students. All of the undergraduate provision of the Coventry University College follows a similar pattern of delivery. Each award is delivered over four 30 credit modules. Each module is assessed so that individual modules can be credited, this allows students to see progress and have such progress formally recognised. Since each module is delivered in a block of study, the course teams are able to utilise a range of teaching and learning strategies thereby responding to the individual learning needs represented in the student body. Further flexibility is introduced through the use of high quality learning technologies which provide study opportunities that mirror the class based delivery. Full time students, therefore, can pre-read, revise and supplement their learning through use of the College s Virtual Learning Environment. Students following a blended learning pathway will have both face to face teaching and on-line study. This will be further enhanced through on-line learning tutorials which will remedy any deficit in understanding and support student success. High quality teaching and learning is a core principle for the College. Clear expectations on the teaching and tutorial staff will be mediated through an intensive induction programme, a clear articulation of the standards of delivery of teaching and learning expected and regular review of teaching performance through student evaluation, continuous professional development and a regime of observed teaching. Combined, this approach will lead to the formation of a community of practice for College academic staff, where experimentation and innovation is encouraged. The intensity of the delivery pattern will allow students to make rapid progress through to successful achievement. High levels of contact time for full time students through face to face teaching in small groups along with tutorial sessions in groups of only five students enable student progress to be monitored and additional support provided as necessary. Attendance is mandatory and will be closely monitored to ensure students do not fall behind or worse still drop out. Blended students following a mixed diet of face to face and on-line learning will also be monitored closely. On-line tutorial support will be provided to ensure engagement. 3 Assessment Strategy Assessment at CUC has been designed not only to assess students achievement in meeting the 20

21 learning outcomes, but to also prepare students for the work place, and support the professional development of students already in work. This is through keeping informed and up to date on current research to ensure programmes reflect current academic and business thinking, taking a multi-cultural approach to the programme as the world in which students will work becomes even more connected, and using digital skills through the courses to ensure students are well equipped to enter work. This programme will support students through these three main areas through teaching, in their discussions and workshops and through their assessments. This programme by its very nature will pull on these three aspects within its modules. Students will receive support from their academic and support staff, who will be able to support students in their knowledge and also their transferable skills, which is highly important within this programme. For example communication, problem solving and group working. Each module will be assessed, with students receiving high quality feedback to their work and their overall progress. Formative Assessment is also a vital component of the student experience at CUC. It may take a variety of forms which can be led by the student themselves, their peers of the academic and support staff. 4 Programme/Course Management The Programme will be managed by the relevant CUC Curriculum Manager who will, in consultation with the Director of CUC, appoint a Module Co-ordinator (Lead Tutor) for each module. The Curriculum Manager will manage the Module Co-ordinators to oversee the effective delivery and assessment of the programme and manage and ensure compliance with the University s annual quality monitoring and enhancement process. Module Co-ordinators will be responsible for the following: - leadership and co-ordination of the module team - ensuring the module material is prepared and accessible to staff and students - preparation of module guides - allocation of students to tutorial groups - record keeping and monitoring of student progress - assessment and re-assessment 5 Entry Requirements and Selection Procedures The programme is subject to the College s admission procedures and access policies. Coventry University College will work with the Admissions Services within Coventry University to ensure that all full-time and part-time applications are managed according to the nationally agreed framework and appropriate standards. Coventry University College will typically require: or above UCAS tariff points for a HNC/HND or Honours Degree course All courses will require 5 GCSE passes at grade A-C including Mathematics and English. Accreditation for prior learning is in accordance with the Academic Regulations for taught undergraduate courses. All courses shall normally provide for entry at various levels with the maximum valid credit being given for appropriate prior knowledge and skills and previous learning, subject to the College s general 21

22 requirements. However, for each award there is a minimum requirement for which neither general nor specific credit shall be given. Credit shall not be given for more than two-thirds of an overall programme. Two categories of credit are recognised: a) General Credit This is a system of credit-rating whereby judgements can be expressed as credit points at various levels related to the standards of different academic awards, providing a broad indication of the appropriate amount of credit that might be allowed on the basis of the qualifications and other learning experiences. b) Specific Credit This is the credit given to an individual person in the context of a particular module or course; it may be equal to or less than the general credit to which it relates. In recognising the education, training and experience gained in employment and in other Institutions of learning for the purposes of academic credit towards awards the following shall apply: a) general credit shall be assigned in terms of a number of credit points at one or more levels b) any student who has been awarded general credit shall be required to apply to convert that to the specific credit available for the Collegecourse concerned. Although admissions tutors shall seek to accredit prior learning, credit will not be given for more than two thirds of any programme. A student who, whilst enrolled on a course at the College, is required or permitted to take other supporting modules not directly contributing to that course (eg as part of an induction or research programme) may not use those modules towards a concurrent or retrospective eligibility for another award. This does not preclude the student from using these modules subsequently for accreditation of prior learning (APL) as part of an application to another course. 6 Compliance with the University s Academic Regulations and current legislation Coventry University College s Academic Regulations have been developed by the Registrar and approved by the Board of Coventry University College. 22

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