Coventry University Faculty of Health and Life Sciences

Transcription

1 V12 Draft - PROGRAMME SPECIFICATION RAP February 2014 Coventry University Faculty of Health and Life Sciences HLST110 MSc Fraud Investigation Management 2014

2 Page Contents Introduction 2 Part 1: Programme Specification 1-10 Basic Programme information 3 11 Educational Aims of the Programme 4 12 Intended Learning Outcomes 4 13 Programme Structure and Requirements 7 14 Support for Students and their Learning Criteria for Admission Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning Regulation of Assessment Indicators of Quality and Standards Additional Information List of mandatory and core option modules Curriculum Map Capabilities (Skills) Map 15 Part 2: Supporting information 1 Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements. 2 Teaching and Learning Strategy 17 3 Assessment Strategy 18 4 Programme/Course management 19 5 Entry Requirements and Selection Procedures 19 6 Complaints to the University s Academic Regulations and Current Legislation

3 Introduction The UK has long been one of a small number of global leaders in the field of investigations, with UK Police officers currently involved in cases of national and international importance overseas. UK Police officers have developed a globally acknowledged reputation for professionalism and efficiency. It is this experience and practice which underpins the Coventry University Masters degree (MSc) in Fraud Investigation Management. The Coventry University MSc Fraud Investigation Management builds on the success of the BSc (Hons) Forensic Investigations Degree. The undergraduate degree has established itself with the unique selling points of Forensic Casebook, Investigative Interviewing, Surveillance Studies and Fraud Investigation modules. The MSc Fraud Investigation Management builds on the work already done at undergraduate level in relation to professional partnerships and employability. To demonstrate this a number of Coventry University s BSc (Hons) Forensic Investigations alumni are already gaining employment within the financial services and fraud investigation field. The Forensic Investigation group maintain close links with fraud investigation departments within financial institutions such as Master Card, Barclays and Tsys. Fraud investigation is a growing area in respect of graduate employability and Coventry University Graduates are well placed to capitalise on this shift in the employment market. The MSc Fraud Investigation Management course was developed with the help of the City of London Police who are acknowledged as the lead force for economic crime and fraud investigation in the UK with a worldwide reputation in this field. We sought advice from their Economic Crime and Fraud Investigation Training Academy on content and emerging issues. Our aim was to be able to look ahead for curriculum planning purposes, in order to address issues of real importance to potential employers in this field. With modules such as Organisational Risk and Profiling and Information and Intelligence Management this course tackles business critical issues from a fraud management and investigation perspective. The key driver for developing this course was the 2006 Fraud Review by Lord Goldsmith, which stated that a more strategic approach to the investigation of fraud by financial institutions and the Police was needed. Ultimately, graduates from the MSc in Fraud Investigation Management should be able to contribute to the professionalisation agenda for the role of fraud investigator and to effectively manage the fraud investigation function for their organisations The Aim The Coventry University MSc Fraud Investigation Management course seeks to continue with Coventry University s unique perspective on investigative training. Maintaining the links between academia and professional practice, students will be working with the theoretical underpinning of investigations, practical skills development and pure academic pursuit, to address real investigative training needs. With the recent changes in the global, social, political and economic environments, it is important that the course provides input on modules such as Organisational Risk and Profiling, Information and Intelligence Management, and Operational and Organisational Learning. The aim of the master s degree course therefore is to develop our graduates ability to critique typical investigative situations. Critical thinking and problem solving skills will help graduates of this course conceptualise the opportunities to harvest forensic evidence. This in turn will enable them to devise and implement their own solutions to potentially varied and complex fraud investigation problems and conduct robust and thorough investigations to an evidential standard. 2

4 1 Available Award(s) and Modes of Study Part 1: Programme Specification for MSc Fraud Investigation Management. Title of Award * Mode of attendance* UCAS Code FHEQ Level* MSc Fraud Investigation Management PG Dip Fraud Investigation Management Full time (1 year) Part time (2 years) Part time (2 years) L311 Level 7 Masters PG Cert Fraud Investigation Management Part time (1 year) 2 Awarding Institution/Body * Coventry University. 3 Collaboration N/A 4 Teaching Institution and Location of delivery* 5 Internal Approval/Review Dates 6 Programme Accredited by* 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 * Main University campus. Department of Psychology and Behavioural Science Date of approval: 2014 Date for next review: (Academic year 2019/2020) Not Applicable There is no QAA Subject Benchmark in relation to this type of taught masters degree. However this programme was designed to comply with The QAA generic masters degree The course also maps against the knowledge and skills required by the Skills Mark organisation specifically Skills for Justice February 2014 Course Director: Christopher Haycock 3

5 11 Educational Aims of the Programme * The educational aims of the programmes are: For PG Cert, PG Dip and MSc: Fraud Investigation Management 1) To provide students with the ability to adopt strategic oversight of the Fraud Investigation function; 2) To foster in students, an evidence based approach to the critical study of Fraud Investigation Management. 3) To help students formulate informed opinions and responses to major contemporary issues in Fraud Investigation Management For MSc Fraud Investigation Management only 4) To equip students with the skills to design, conduct and critically appraise research and professional practice. 12 Intended Learning Outcomes* This programme satisfies the University s Code of Practice for Academic and Professional Skills Development. Section 21 sets out the curriculum map for the programmes mandatory modules (as listed in section 20) The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified below. Section 21 maps the capabilities and practical skills to the programmes mandatory modules (as listed in section 20) as described in the next section The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section. 4

6 12.1 Knowledge and Understanding* On successful completion of the programme for the MSc Fraud Investigation Management a student should be able to demonstrate extensive understanding of relevant established and contemporary knowledge within the subject area and be able to: KU1 Formulate strategic plans for fraud investigations. KU2 Model specialist investigation management techniques. KU3 Prepare and present case files to the required evidential standard KU4 Conduct and evaluate contemporary research in economic and financial crime. KU1- KU4 Teaching and Learning Lectures, tutorials, laboratory workshops, online discussions, online problem based learning. Group and individual case studies are used extensively in the course Assessment Individual written coursework (including reports, literature reviews), discussion board contributions, online videos, case studies and empirical studies, project thesis, voce viva 12.2 Cognitive (thinking) Skills The ability to apply knowledge to design and implement suitable investigations is a key part of the MSc Fraud Investigation Management course. On successful completion of the programme a student should be able to: CS1 Choose appropriate critical skills in the management of fraud investigations CS2 Evaluate and select appropriate principles and techniques for the prevention, detection and prosecution of fraud CS3 Synthesise information from a range of sources in order to demonstrate a coherent understanding of the links between theory and practice CS4 Critically evaluate research findings in the field of economic crime, financial crime and fraud CS1- CS4 Teaching and Learning Lectures, practical classes, tutorials, online discussions, online problem based learning, individual project work, use of IT based systems. Assessment Practical class and project performance, written practical reports, structured essays, project thesis. Tutorial tasks, online discussion tasks, case studies, viva voce 5

7 12.3 Practical Skills* On successful completion of the programme a student should be able to: PS1 Explain the appropriate application of ethical and legal codes of conduct to fraud investigation PS2 Write professional reports based on theoretical concepts and knowledge in line with professional reporting standards as set out in the Magistrates Court Guide series. PS3 Construct strategies for the identification, collection and collation of the necessary type and quality of evidence required for a successful prosecute PS4 Evaluate and apply research findings to professional practice PS1 PS2 PS3 PS4 Teaching and Learning Group work, workshops, lectures, tutorials, project, work applied experience Group work, workshops, project, online activities, applied experience Group work, workshops, project, tutorials, online activities, applied experience Group work, workshops, project, tutorials, online activities, applied experience Assessment Applied experience case study, Dissertation/project thesis, online video, journal article Applied experience case study, Dissertation/project thesis, online discussion, online video, journal article, practical demonstration. Applied experience case study, Dissertation/project thesis, online discussion, online video, journal article, practical demonstration, viva voce Applied experience case study, Dissertation/project thesis, online discussion, online video, journal article, practical demonstration, viva voce 12.4 Transferable Skills * On successful completion of the programme a student should be able to demonstrate TS1 Work independently and with others to complete tasks effectively TS2 Communicate effectively in a variety of media TS3 Analyse, synthesise and summarise numerical and verbal information TS4 Use appropriate self-management strategies to organise time and workloads TS5 Use a variety of relevant Information Technology TS6 The use of Innovative problem-solving skills Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within 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. 6

8 13 Programme Structure and Requirements, Levels, Modules, Credits and Awards The MSc Fraud Investigation Management is available as a Full-Time course on campus (1 year) or Part-Time (2 years). The PG Cert and PG Dip are both available part-time 13.1 Programme structure Modules within the programmes, their status the levels at which they are studied, their credit values and prerequisites are shown in Section 19. Mandatory modules - These must be taken by all students on the programme and ensure that students progressively develop and achieve an acceptable level of knowledge, understanding and skills in the key areas through the course stages. Core option modules - There are no core options within this programme. Programme of study The programme of study is shown in the table below and in section 22. Students must take one of the following programmes of study Module Code Module Title Credits Postgraduate Certificate in Fraud Investigation Management (60 Credits) M01FIM Information and Intelligence Management 20 M02FIM Organisational Risk and Profiling 20 M03FIM Investigative Skills for Fraud Investigations 20 Postgraduate Diploma in Fraud Investigation Management (60 Credits) Modules listed above for PGCert and: M04FIM Interview Skills for Fraud Investigations 20 M05FIM Case Preparation and the Presentation of Evidence M06FIM Operational and Organisational Learning 20 MSc Fraud Investigation Management (60 Credits) Modules listed above for PG Cert and PG Dip together with: M07FIM Research Methods for Fraud Investigation Management M08FIM Fraud Investigation Management Dissertation

9 Students studying the MSc Fraud Investigation Management full time will study the modules as follows Year 1 Semester 1 Year 1 Semester 1 Year 1 Semester 1 Year 1 Semester 2 Year 1 Semester 2 Year 1 Semester 2 Year 1 Semester 3 Year 1 Semester 3 M01FIM Information and Intelligence Management M02FIM Organisational Risk and Profiling M03FIM Investigative Skills for Fraud Investigations M07FIM Research methods for Fraud Investigation Management M05FIM Case Preparation and Presentation of Evidence M06FIM Operational and Organisational Learning M04FIM Interview Skills for Fraud Investigations M08FIM Fraud Investigation and Management Dissertation Students studying the MSc Fraud Investigation Management part time will study the modules as follows Year 1 Semester 1 M01FIM Information and Intelligence Management Year 1 Semester 1 M02FIM Organisational Risk and Profiling Year 1 Semester 2 M05FIM Case Preparation and Presentation of Evidence Year 1 Semester 2 M06FIM Operational and Organisational Learning Year 1 Semester 3 M04FIM Interview Skills for Fraud Investigations Year 2 Semester 1 M03FIM Investigative Skills for Fraud Investigations Year 2 Semester 2 M07FIM Research Methods for Fraud Investigation Management Year 2 Semester 3 M08FIM Fraud Investigation Management Dissertation 13.2 Standard University Requirements Standard University Requirements for minimum number of credits passed Postgraduate Certificate Postgraduate Diploma In Total At Level M Masters

10 13.3. Course specific requirements Pass Requirements For the award of PGCert in Fraud Investigation Management, students must meet the University requirements for the award (shown in table above) and pass the following modules: Modules for PG Certificate Fraud Investigation Management M01FIM M02FIM M03FIM Information and Intelligence Management Organisational Risk and Profiling Investigative Skills for Fraud Investigations For the award of PG Dip Fraud Investigation Management students must pass all the modules required for PG Cert in Fraud Investigation Management and in addition must also pass: Modules for PG Diploma Fraud Investigation Management M04FIM M05FIM M06FIM Interview Skills for Fraud Investigations Case Preparation and Presentation of Evidence Operational and Organisational Learning For the award of a MSc in Fraud Investigation Management students must pass all the modules required for the PG Dip Fraud Investigation Management and in addition must also pass: Modules for MSc Fraud Investigation Management M07FIM Research Methods for Fraud Investigation Management 10 M08FIM Fraud Investigation Management Dissertation 50 Modules exempt from condonement are M07FIM Research Methods for Fraud Investigation Management and M08FIM Fraud Investigation Management Dissertation Progression to alternative award and award cascade Any student who has failed to qualify for their named award may be offered an alternative award by the Programme Assessment Board as detailed below provided that the individual satisfies the course and University regulations for these awards. The award cascade is as follows: MSc Fraud Investigation Management Fall back to PgDip Fraud Investigation Management Fall back to PgCert Fraud Investigation Management 9

11 14 Support for Students and their Learning 14.1 Induction Students attend a mandatory Induction Programme in the week preceding the beginning of the Academic Year. Each students have to attend a number of academic, administrative and social events that include a welcome and introduction to the University, facilities and specifically the Faculty of Health and Life Sciences. This induction will include training on CU on-line, a tour of the library and study skills development. A number of social activities are organised by the Student s Union, including an introduction to University Clubs and Societies. As part of the induction process all students in the University are issued with a student guide which details all facilities and support networks available to them, this information is also readily available on the University web site. Reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities 14.2 Departmental student support Each student is allocated a personal tutor for the duration of their post graduate course. Additionally the Course Director, Module Leaders and lecturers provide a cascade of personal and pastoral care, alongside personal tutors who provide academic and pastoral support. Academic staff are also regularly available in Academic Surgeries where students can seek advice without prior appointment. The department has its own course administrator and other administrative staff who provide one-stop shop advice to students and deal with all issues from enrolment to graduation. Post-graduate students also have access to help and advice via the Jaguar Postgraduate Student Centre. Student support mechanisms are consistent with the University policies on Equal Opportunities (including that on students with disabilities). We have a Departmental Learning Support Officer who has overall responsibility for the support of students with additional needs. Reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with additional needs. Programme and Faculty specific support for students with special needs are actioned in conjunction with central provision and support from the University Disabilities Office University student support Specific help with numeracy and literacy are available. The University s Maths Support Centre, is part of SIGMA, a HEFCE designated centre of excellence in teaching and learning, providing University wide support for mathematics and statistics. The Centre for Academic Writing provides individual advice to students on written assignments. The University has a student centre that provides advice to students on accommodation, student funding, careers and student employability, and also houses the Academic Registry. The University provides excellent support for student s health and well being with centres dealing with disability, counselling, spirituality and faith and a medical centre. There is also provision of nursery and sports facilities. The Students Union also provides recreational facilities and support and advice for students. International Students may obtain further help from the student welfare team in the International Office. Information about the wide variety of support to students is easily available to students from the Coventry University web site and the student guide Facilities to support learning The Faculty has excellent, well-equipped, specialist provision for teaching all the practical aspects of the course. Students have access to the facilities of the Lanchester Library and to the University s Open Access computing laboratories, including local PC laboratories. Full details of these are available from the course administration office Student feedback and complaints Students can raise any problems they have with the course in a variety of ways including informal meetings with tutors. There are also formal mechanisms including module and course questionnaires and a Student Focus Group. The University has a formal complaints procedure for students see Academic Regulations. Student representatives also sit on the Board of Study and on Faculty Board 10

12 15 Criteria for Admission An honours degree in a relevant field Or modules of study which, at the discretion of the Course Director, can be mapped accurately onto the modules contained in the MSc specification. Students normally should have achieved a 2:1 or above. Students whose first language is not English are normally required to have >6.5 IELTS, (or 6.0 IELTS plus compulsory 5-week pre-sessional English course), TOEFL computer-based >230, TOEFL score of >573 for paper based. (However students with different formal qualifications and with relevant vocational experiences will be considered on an individual basis). All APL/APEL (credit for prior learning and experience) will be given according to University Regulations. 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme is managed by the Psychology and Behavioural Science Department (PBS) Board of Study of the Faculty of Health and Life Sciences. The PBS Subject Assessment Board 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 PBS Board of Study which contributes modules to the programme. External Examiners repot annually on the programme and their views are considered as part of the annual quality monitoring process (CQEM). Details of the process can be found on the Academic Registry s web site. Students are represented on the Student Forum, PBS Board of Study and Faculty Board, all of which normally meet 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, normally on a six year cycle. At these reviews the views of current and former students and employers are sought where appropriate. 17 Regulation of Assessment In line with University policy all assessed work undergoes internal moderation. 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 view representative samples of work for the modules for which they have responsibility. At programme level, External examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. Awards for Taught Master programmes may be made with Distinction or Merit (i.e. achievement of an average mark of at least 70% or 60% respectively). 11

13 18 Indicators of Quality and Standards The University has well established mechanisms for the review and evaluation of teaching, learning, assessment, the curriculum and outcome standards. External Examiners reports: These have consistently evidenced the high quality, both of provision and quality of graduates in Psychology and Behavioural Sciences courses. Such reports confirm the standard of assessments, level of subject-based material and development of key, transferable, skills. Course and Module Questionnaires: Course and Module student questionnaires have consistently shown good and improving overall ratings of the courses and modules in Psychology and Behavioural Sciences Facilities: State-of-the-art Library, provision of and access to excellent IT and computing facilities and high quality laboratory provision (including recent refurbishment). Staff and staff development: Highly qualified staff - all full time academic staff teaching on this course have higher degrees and a Post Graduate Certificate in Teaching. Innovative teaching and assessment strategies employed by staff on the Fraud Investigation Management course have been recognised by Skills for Justice, reflecting staff interest and expertise not just in the substantive investigative content but also in teaching and learning. Continual staff development is actively encouraged with regular training, particularly implementing computer based learning and CU on-line-based teaching and assessment. Annual staff appraisal and regular peer observation of teaching occur. All staff who will teach on the course are ex-investigators. Student feedback. This is a new course so there is no data on the rating of the course. 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. 19 Additional Information Key sources of information about the course and student support can be found in Student Guide Faculty Handbook Student Course Handbook Requirements for the Preparation of Written Work and Oral Presentations Module Guides Module Information Directory ( CU On-line ( Study Support information is accessible from student services home page 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

14 20 Mandatory and Option Modules Module Code Module Title Credit Value Postgraduate Certificate in Fraud Investigation Management (60 credits) Pre/Co requisite Status M01FIM Information and Intelligence Management 20 M M02FIM Organisational Risk and Profiling 20 M M03FIM Investigative Skills for Fraud Investigations 20 M Postgraduate Diploma in Fraud Investigation Management (120 Credits) M04FIM Interview Skills for Fraud Investigations 20 M M05FIM Case Preparation and Presentation of Evidence 20 M M06FIM Operational and Organisational Learning 20 M MSc Fraud Investigation Management (180 Credits) M07FIM Research Methods for Fraud Investigation Management 10 M M08FIM Fraud Investigation Management Dissertation. 50 M Key M = Mandatory (i.e. must be studied and passed for the named award) O = Option 13

15 21 Curriculum Map MSc Fraud Investigation Management Strategic Planning for fraud investig n Knowledge and Understanding Cognitive Practical Transferable Specialis t Investig n manag t Case Prep,Presnt & Mgt Contemp orary research in economi c crime and fraud Critical Skills in Fraud Investiga tion Manage ment Evaluate principles and technique s Sythens ise Info Critically evaluate research Ethical and legal codes Code KU1 KU2 KU3 KU4 CS1 CS2 CS3 CS4 PS1 PS2 PS3 PS4 TS1 TS2 TS3 TS4 TS5 TS6 M01 FIM M02 FIM M03 FIM M04 FIM M05 FIM M06 FIM M07 FIM M08 FIM Report writing Strategie s to ID and collect evidence Evaluate and apply research Work independ antly & with others Effective communi cation Analyse Sythesis Summari se informati on Self Manage ment Use relevant ICT Innovativ e Problem Solving 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. 14

16 22 Capabilities (Skills) Map MSc Fraud Investigation Management Module codes Learning to learn Working with others Problem Solving and Innovation Numeracy IT and Online Learning Communication Career Management Information Management Personal Development Planning Information and Intelligence Management P TP TPA P TPA TPA TP TPA P Organisational Risk and Profiling PA TPA PA P TPA PA P TPA PA Investigative Skills for Fraud Investigations TPA TPA TPA P PA TPA TPA TPA PA Interview Skills for Fraud Investigations TP PA TPA P TP TPA TP TPA TPA Operational and Organisational Learning TPA TPA TPA TPA TP TPA TP TPA TPA Preparation and Presentation of Evidence PA TPA TPA P P TPA TPA PA PA Research Methods for Fraud Investigation TPA TPA PA TPA PA PA P TPA P FIM Dissertation TPA PA PA PA PA PA PP PA P 15

17 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. 16

18 Part 2: Supporting Information for MSc Fraud Investigation Management 1.1 Relationship to National Qualifications Framework (NQF) MSc/ PG Dip/ PG Cert Fraud Investigation Management relates to level 7 of the NQF. And this is expressed through the Intended Learning Outcomes as assessed in assignments. The course requires that the students develop a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights within the field of Fraud Investigation. The blended learning activities of the course also promote a comprehensive understanding of techniques applicable to their own research or advanced scholarship, 1.2 Relationship to Subject Benchmarks The course complies with the relevant sections of the QAA generic masters benchmarks. There are no specific subject relevant benchmarks. 1.3 Relationship to the Skills mark charter The course is designed to educate students to meet the competencies and scope of practice required by Skills for Justice Skills Mark 2 Teaching and Learning Strategy The programmes teaching and learning strategy is informed by the teaching and learning strategy of Coventry University. To achieve this, all staff members leading modules on the programme are suitably qualified lecturers holding at least a relevant Post Graduate Certificate, and experienced in teaching within the Higher Education sector. The Course Director is a trained mentor and all current members of Coventry University full time staff teaching on this course are Fellows of the Higher Education Academy, they have experience of teaching at Masters Level and will have on going CPD and support to ensure effective delivery at postgraduate level. It is expected that the content of the modules will be underpinned by current research of Coventry University staff and that of the wider academic community to enhance the curricula. Students will also be expected to actively engage with research to develop their own practice. The curriculum has been developed in association with fraud investigation professionals to be fit for purpose and reflect the needs of employers and uses a blended learning approach to allow individuals with a range of backgrounds and time commitments to access the programme. The Curriculum also aims to provide intellectual rigour and challenge to promote and support the students, personal, academic and professional development. The applied experience modules specifically support the link between academic and vocational contexts. However, all modules aim to promote this link through the use of case studies, problem based learning, and reflection of personal experiences. The programme and each module will be supported by an appropriate virtual learning environment. Students will be actively encouraged within each module to access this virtual learning space through the use of forums, debates and discussions. This practice will encourage informal group study and help develop a social community and identity Structure of Module Delivery In order to facilitate effective student learning and progression modules have been structured to maximise the student experience through the use of varied activity, delivery and assessment methods. 2.2 Teaching methods used Teaching on modules in the Fraud Investigation Management programme takes the form of lectures (online and face to face), tutorials (online and face to face), practical classes, problem-based learning, projects/dissertations (final year), and directed self-learning. These elements are defined below. (a) Lectures: The lecture programmes within each module are intended to provide the framework of ideas and the subject matter for the syllabus. Across modules, delivery will be made using face to face lectures as well as 17

19 online lectures delivered through the Echo 360 system currently in place within the University (b) Tutorials: Tutorials are formal classes used for small group discussion and are opportunities both for discussing and overcoming difficulties that the students have encountered in the lecture and for problem-solving exercises undertaken either during or prior to the tutorial period. Tutorials are also used to develop students oral communication skills. Across modules, delivery will be made using face to face and online tutorials delivered through the University s virtual learning environment (c) Online Problem Based Learning: Online Problem Based Learning will be used to allow students to work collaboratively on a series of problem scenarios in order to construct their own understanding of a particular topic/issue. They normally involve groups of students who participate in online discussion (either discussion board or wiki based) of a particular problem scenario that need not necessarily have been covered in the formal lectures. Thus, one important object of online problem based learning is to encourage the student to participate in the educative process by undertaking private study (supported where necessary by online tutorials) in preparation for a subject-orientated presentation of their problem resolution. (d) Practical Classes: Practical work is intended to develop: I. Experimental/practical techniques and the ability to make accurate observations and assess errors; II. the ability to interpret observations, to formulate and to test hypotheses after conducting significant and suitable research and reading.; III. the ability to plan and carry out an investigation of a problem; IV. the ability to communicate their investigative approach, results and conclusions clearly and concisely; V. Understanding theoretical studies and being able to contextualise them within an applied setting VI. the practice and refinement of skills required in the subject area As the course progresses, the students are encouraged to develop an understanding of the evidential process and problem solving skills from the perspective of an Officer of the Court and be able to communicate the results of their investigative work more effectively both orally and in written reports. (e) Projects Students taking the MSc programme will complete a project, which will consist of an empirical or theoretical piece of work on an appropriate topic. Each student undertaking a project is supervised by one or more members of the academic staff in the relevant subject area. (f) Guided/ directed Study: Students are directed to a programme of directed reading or study. 3 Assessment Strategy Assessment modes and methods are inextricably linked to the intended learning outcomes, the learning and teaching strategy and perceived student needs and preferences. Approaches to assessment have been developed in the subject area over a considerable period of time and are directly linked to the QAA code of practice in the assessment of students: Assessment is: Emphatically connected to the support of student learning Explicitly linked to aims and intended learning outcomes Designed to identify strengths and areas for development in student knowledge, understanding, abilities or skills Fit for purpose Designed to enable students to demonstrate achievement through a variety of assessment methods that makes explicitly the criteria against which the demonstration of learning outcomes will be assessed Intended to give prompt feedback on achievement and diagnosis of strength and areas for development Modules within the programme may include formative as well as summative assessment of students learning. These assessment methods aim to support the students learning and to provide feedback on their current strengths and areas for development. The formative assessment strategies are designed to aid students performance in future assessments, while the summative assessment will provide evidence of the level that the students have gained within the module. Within each module, students will be made aware of the purpose and implications of the different assessment tasks. The assessment strategy includes a range of assessment methods to ensure that the intended learning outcomes are accurately and fairly assessed. As a level 7 qualification the module assignments will assess the student s knowledge, skill, and understanding as identified in the programmes intended learning outcomes and referred to in the generic masters learning outcomes 18

20 found within the Framework for Higher Education qualifications in England, Wales, and Northern Ireland. The range of assessments includes case study reports, essays, journal articles, presentations, online discussions, practical assessments, and a dissertation. As such they are intended to demonstrate the students academic subject knowledge as well as the development of generic transferable skills necessary for success in vocational situations. Through written assignments students demonstrate their ability to use a variety of resources and to present a reasoned argument, using primary and secondary source material. The student s ability to integrate theory and practice will also be assessed through examining case studies, (e.g., Reviewing Major Investigations). These are important skills inherent within a variety of roles. The case study within Sociology of Investigation will demonstrate the student s ability to integrate theory with their knowledge of practice and to articulate, at times, complicated ideas and research findings and present these in a meaningful way drawing out the salient points whilst interacting with an audience. The assessments within the programme include the opportunity for students to gain feedback from a variety of sources including employers/mentors and through their peers (Applied Experience) as well as standard feedback from lecturers. This range of feedback sources will enable students to reflect on their competences and promote an effective development of their capabilities. 4 Programme/Course Management All degree courses in the Psychology and Behavioural Sciences Department are administered and quality managed according to the Notes of guidance on the approval, monitoring and progress (periodic) review of modules and courses contained in the latest version of Coventry University s Academic Regulations. MSc/ PG Dip/ PG Cert Fraud Investigation Management will be managed by a course director, an external examiner will provide critique and feedback and the Board of Study for Psychology and Behavioural Sciences will oversee the operation and quality of the course. 5 Entry Requirements and Selection Procedures An honours degree in a relevant field Or modules of study or significant experience, which, at the discretion of the course director can be mapped accurately onto the modules contained in the specifications of this course. Students normally should have achieved a 2:1 or above at undergraduate level. Students whose first language is not English are normally required to have >6.5 IELTS, (or 6.0 IELTS plus compulsory 5-week pre-sessional English course), TOEFL computer-based >230, TOEFL score of >573 for paper based. (However students with different formal qualifications and with relevant vocational experiences will be considered on an individual basis). All APL/APEL will be given according to University Regulations. 6 Compliance with the University s Academic Regulations and current legislation The MSc/ PG Dip/ PG Cert Fraud Investigation Management all comply with the University s Academic Regulations. 19