Programme Specification

Transcription

1 Doctor of Business Administration Programme Specification 1. Programme title Doctor of Business Administration (DBA) 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by N/A 5. Final qualification Doctor of Business Administration (DBA) 6. Academic year Language of study English 8. Mode of study Part-time 9. Criteria for admission to the programme Substantial professional experience at a senior level and, normally, a masters degree or potential for substantial level 7 [L4] RAL. Successful completion of a learning agreement in order to move from associate student status to the DBA award track. If English is not the applicant s first language, test results such as IELTS 6.5, TOEFL 570 (or 230 if computer test), NEAB or Cambridge Proficiency grade C are required. 10. Aims of the programme The DBA programme aims to provide a learner-centred curriculum which capitalises on the experience and expertise of the Business School at Middlesex University in providing work-based learning and professional practice opportunities. In particular, it aims to enable candidates to meet the following standard: The standard of the DBA is that expected of a candidate who has engaged in advanced work based learning, from taught and major project sources, which has the potential to achieve major organisational change and/or excellence in professional practice resulting in original work worthy of publication in complete or abridged form. The candidate must have shown evidence of ability to undertake self-managed and/or collaborative research and project development and orally defended the project to the satisfaction of the assessors. The programme aims to enhance the candidate s ability to: conceptualise, design and implement a professional practice project of use for the generation of new knowledge, applications or understanding at the forefront of the professional area, and to adjust the project design in the light of unforeseen problems or opportunities demonstrate the potential usefulness of the professional practice project to 1 1

2 specific audience(s) create and interpret new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, which extends the forefront of the professional area and merits publication demonstrate advanced research and development capability and advanced project management skills which are applied to the professional area of study demonstrate advanced conceptual understanding, often of an interdisciplinary nature, that enables the candidate to evaluate: critically, current advanced professional knowledge in their area of study methodologies, epistemologies, and to develop advanced critiques of them and, where appropriate, propose new approaches. Target Audience Primarily, professional practitioners in management positions within business and public sector organisations. We are also targeting organisations and professional bodies who can use our programmes to help relevant staff meet their professional development needs. In contrast to the related DProf programme, the DBA provides opportunities for candidates to enhance their professional capabilities (e.g. acquiring further specialist knowledge and skills) through additional elective modules. 11. Programme outcomes A Knowledge and understanding The subject studied, leading to an increase in knowledge and understanding, is the candidate s own professional practice, organisational context and field of expertise. At level 7 [L4] (phase 1), candidates will: A1 be able to identify, and appropriately use, sources of knowledge and evidence in ways that are wide ranging, critical and often innovative A2 be able to select and justify approaches to tasks/problems in a manner which is self-directed and involves recognition, articulation and critical evaluation of a range of options from which a justified selection based on a reasoned methodology is made A3 have gained ethical understanding which spans a range of contexts. Where applicable, prescribed codes and their rationale will be critically understood and sensitively applied. At level 8 [L5] (phases 2 and 3), candidates will: A1 be able to provide evidence of great Teaching/learning methods All teaching/learning methods relate to all the programme outcomes (knowledge and understanding; cognitive skills; practical skills) because the practice-based nature of the programme requires the integration of knowledge, thinking and practice. Feedback on drafts of work from the candidate s programme adviser and/or consultant, in person, by telephone or Tutor-led guidance sessions for practical help in completing modules and utilising small groupwork (optional) Expert seminars on a range of programme-related topics for discussion (optional) Self-directed learning facilitated by user guides and e-learning environment Peer support when attending optional guidance sessions and via online discussions Reflection on prior and work-based learning and engaging in reflexive practice Consultation with senior practitioners/academics in the field 2 2

3 depth and range of knowledge in a complex area, and of current work at the leading edge of practice which is underpinned by theoretical understanding A2 be able to demonstrate effective and critical selection, combination and use of research and development methods. They will be able to develop new approaches in new situations and contribute to the development of practice-based methodology A3 have awareness of the ethical dilemmas and conflicting values which may arise in professional practice. They will be able to formulate solution in dialogue with superiors, peers, clients, mentors and others. Example of A3 at level 8 [L5] Level 8 [L5] project(s), by virtue of their large size and developmental focus are likely to raise ethical and political issues, sometimes of great complexity. These issues and the efforts made to deal with them can and should be discussed in the project report. B. Cognitive (thinking) Capabilities In addition to the distinctive subject matter of the candidate s own professional practice, candidates also demonstrate generic intellectual capabilities on successful completion of their programme. At level 7 [L4] (phase 1), candidates will: B1 be able to analyse and synthesise information and ideas in ways that demonstrate critical awareness and result in the creation of knowledge of significance to others B2 be able to engage in selfappraisal/reflection on practice which leads to significant insights, likely to make a lasting impact on personal and professional understanding B3 be able to undertake action-planning leading to effective and appropriate action which is complex and likely to impact upon the work of others B4 be able to evaluate/argue a position concerning alternative approaches. They will be able to justify evaluations as through networking activities Collaborative engagement with communities of practice that are appropriate to the candidate s field of study Undertaking a literature review and integrating extensive pre-understanding of the literature into ongoing reflective analyses. Assessment comprises: reflective essay (MBS4200) portfolio of evidence project plan and oral (MBS5060) project report (MBS5180, etc.) oral presentation and viva voce of project Teaching/learning methods All teaching/learning methods relate to all the programme outcomes (knowledge and understanding; cognitive skills; practical skills) because the practice-based nature of the programme requires the integration of knowledge, thinking and practice. Feedback on drafts of work from the candidate s programme adviser and/or consultant, in person, by telephone or Tutor-led guidance sessions for practical help in completing modules and utilising small groupwork (optional) Expert seminars on a range of programme-related topics for discussion (optional) Self-directed learning facilitated by user guides and e-learning environment Peer support when attending optional guidance sessions and via online discussions Reflection on prior and work-based learning and engaging in reflexive 3 3

4 constituting bases for improvement in practice. At level 8 [L5] (phases 2 and 3), candidates will: B1 be able to analyse and synthesise complex and possibly conflicting ideas and information in order to redefine knowledge and develop new approaches B2 be able to provide evidence that they have worked with critical communities through whom a new or modified paradigm is established. They will habitually reflect on their own and others practice so that self-appraisal and reflective enquiry become intertwined, thereby improving their own and others action B3 be autonomous in managing their own learning, make professional use of others in support of self-directed learning and are fully aware of political implications of their study B4 be able to independently evaluate/argue a complex position concerning alternative approaches, accurately assess/report on own and others' work, and can critique and justify evaluations as constituting bases for improvement in practice. Example of B2 Level 8 [L5] projects tend to be conducted over two to three years or more. Candidates need to engage in an iterative process of reflection and self-appraisal throughout this period to ensure that their original project plans remain viable. C Practical skills Candidates also demonstrate generic practice-based skills on completion of their programme. At level 7 [L4] (phase 1), candidates will: C1 be able to apply their learning in ways that involve indicating workable frameworks and /or models for practice which transcend specific contexts C2 be able to use resources effectively in ways that are wide-ranging and likely to impact upon the work of others C3 be able to communicate effectively both in writing and orally, that is, clearly, practice Consultation with senior practitioners/academics in the field through networking activities Collaborative engagement with communities of practice that are appropriate to the candidate s field of study Undertaking a literature review and integrating extensive pre-understanding of the literature into ongoing reflective analyses. Assessment comprises: reflective essay (MBS4200) portfolio of evidence project plan and oral (MBS5060) project report (MBS5180, etc.) oral presentation and viva voce of project. Teaching/learning methods All teaching/learning methods relate to all the programme outcomes (knowledge and understanding; cognitive skills; practical skills) because the practice-based nature of the programme requires the integration of knowledge, thinking and practice. Feedback on drafts of work from the candidate s programme adviser and/or consultant, in person, by telephone or Tutor-led guidance sessions for practical help in completing modules and utilising small groupwork (optional) Expert seminars on a range of 4 4

5 concisely, persuasively and in an appropriate format to appeal to particular target audiences C4 be able to work and learn autonomously and with others in a range of contexts, often in a leadership role and in ways which are likely to challenge of develop the practices and/or beliefs of others. At level 8 [L5] (phases 2 and 3), candidates will: C1 be able to take into account complex, unpredictable, specialised work contexts, requiring innovative approaches, which will involve exploring current limits of knowledge and, in particular, interdisciplinary approaches and understanding. They will be able to translate and disseminate theoretical knowledge into workable frameworks and/or models for practice C2 be able to use resources effectively in ways that are wide-ranging, complex and likely to impact upon the work of others C3 be able to engage in full professional and academic communication with others in their field and place of work, and give papers/presentations to critical communities for developmental purposes C4 have autonomy within bounds of professional practice with a high level of responsibility for self and others. They will be able to provide leadership as necessary. Example of C3 Since DBA projects are about organisational change or developments in practice, discussion and dissemination to a range of audiences are frequently a critical aspect of them. programme-related topics for discussion (optional) Self-directed learning facilitated by user guides and e-learning environment Peer support when attending optional guidance sessions and via on-line discussions Reflection on prior and work-based learning and engaging in reflexive practice Consultation with senior practitioners/academics in the field through networking activities Collaborative engagement with communities of practice that are appropriate to the candidate s field of study Undertaking a literature review and integrating extensive pre-understanding of the literature into ongoing reflective analyses. Assessment comprises: reflective essay (MBS4200) portfolio of evidence project plan and oral (MBS5060) project report (MBS5180, etc.) oral presentation and viva voce of project. 12. Programme structure (levels, modules, credits and progression requirements) Overall structure of the programme Key features of the DBA programme are: study on a part-time basis flexible mode of delivery with optional on-campus support sessions flexible programme duration, to accommodate candidates professional commitments. Typically, the programme takes three to five years 5 5

6 the opportunity to claim credit for prior learning compulsory final project focused on achieving major change in the candidate s organisation, community of practice and/or excellence in professional practice Levels and modules MBS4200 Review of Professional Capability 30 credits MBS5060 Planning an Advanced Practitioner Research 60 credits Programme MBS credits MBS credits MBS credits MBS credits MBS credits MBS credits MBS credits In addition, appeals for RAL (recognition and accreditation of learning) credits may be made at levels 7 [L4] and 8 [L5] Non-compensatable modules Module level Module code NA 13. A curriculum map relating learning outcomes to modules See Curriculum Map attached. 14. Information about assessment regulations Please refer to module guide and regulations handbook. 15. Placement opportunities, requirements and support (if applicable) N/A 16. Future careers (if applicable) Upon graduation, graduates are likely to continue in their current organisational roles, move up the career ladder in their current organisations, or move on to more senior and challenging positions in other organisations. The Hendon Campus Careers Service offer students support in planning graduate careers. 17. Particular support for learning (if applicable) The University has a well-stocked library, providing a large collection of books and journals relevant to this programme. It also provides students with access to an extensive range of online learning resources, including electronic journals and relevant business databases. All modules will be supported by the University s virtual learning environment (OASISplus). 6 6

7 18. JACS code (or other relevant coding system) 19. Relevant QAA subject benchmark group(s) 20. Reference points The following reference points were used in designing the programme: Middlesex University accreditation experience giving rise to generic level descriptors for Work Based Learning Middlesex University experience in independent learning giving rise to the use of learning agreements and negotiated modules The Employment Department funded project on the Curriculum In the Workplace identifying and accrediting learning from work Middlesex University Learning and Teaching Strategy focus on learner autonomy and assessment of learning outcomes Middlesex University experience in developing Work Based Learning programmes from certificate to masters degree level 21. Other information Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the student programme handbook and the University Regulations. 7 7

8 Curriculum map for the DBA This section shows the highest level at which programme outcomes are to be achieved by all candidates, and maps programme learning outcomes against the modules in which they are assessed. Note: Section 11 of the programme specification provides fuller description of these programme outcomes (see also summary table on the next page). A1 A2 A3 B1 B2 B3 B4 C1 C2 C3 C4 Highest level achieved by all graduates Module Title Module Code by Level Programme outcomes A1 A2 A3 B1 B2 B3 B4 C1 C2 C3 C4 Review of Professional Capability MBS4200 Planning an Advanced Practitioner Research Programme MBS5060 MBS5150 MBS5151 MBS5180 MBS5181 MBS5240 MBS5300 MBS5360 You can find guidance on completing Programme Specifications in the Learning and Quality Enhancement Handbook Guidance 5(vii) 8 8

9 Programme learning outcomes: Knowledge and understanding A1 Knowledge A2 Research and development capability A3 Ethical understanding Cognitive (thinking) capabilities B1 B2 B3 B4 Analysis and synthesis Self-appraisal/reflection on practice Planning/management of learning Evaluation Practical/Technical capabilities C1 Awareness of operational context and application of learning C2 Use of resources C3 Communication/presentation skills C4 Responsibility and leadership 9 9

10 Programme Diagram The following diagram depicts the curriculum scheme for the DBA): 10 10