Programme Specification BA (Hons) Business, Enterprise and Entrepreneurship

Transcription

1 Programme Specification BA (Hons) Business, Enterprise and Entrepreneurship Valid from: September 2015 Faculty of Business 1

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: Oxford Brookes University Oxford Brookes University BA Hons Business, Enterprise and Entrepreneurship Degree without Honours Named Diploma in Higher Education Diploma in Higher Education Certificate of Higher Education RN N100 N200 On campus Full time / sandwich / part-time English Subject benchmark statement: General business and management (QAA 2007) External accreditation/recognition: Faculty managing the programme: Date of production (or most recent revision) of specification: Faculty of Business April

3 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Distinctiveness of the programme This programme is distinctive in the following ways: The programme offers flexible entry and exit points in that it provides opportunities for students to enter the programme directly or as the result of transferring from the more broad-based business and management programme or specialist degrees International Business Management and Human Resource Management, as the RN Programme shares (with the addition of one further compulsory module) a common first year with these other programmes. The programme design recognises that some of our entrepreneurs may feel ready to embark on their business start-up before they have reached the end of their degree; under close supervision by our programme team, students at a suitable point in their business proposal, students may be granted permission to transfer onto a Work Based Learning suite of modules which allow them to achieve the learning milestones of the final year whilst engaging in a business start-up. A programme structure adopts multiple learning perspectives as students progress through the programme. The first year of the programme focuses on the entrepreneurial self, the second year on entrepreneurial skills development and the final year offers immersion in entrepreneurial activity. There is a focus on the Brookes Attributes and the development of active citizens that demonstrate academic, research and digital literacies and critical self-awareness. The programme s learning outcomes have been specifically developed to build towards these attributes. 2.2 Aims of the programme On this course students develop the business and enterprise skills to work effectively in small and early-stage business ventures, to create self-employment opportunities and employment for others. The three overarching distinctive features of the programme are supported by a dialogic and active learning pedagogy which emphasises challenge, debate and active engagement with developing entrepreneurial competence. SECTION 3: PROGRAMME LEARNING OUTCOMES On successful completion of the programme, graduates will demonstrate the following Brookes Attributes: 3.1 Academic literacy 1. Demonstrate a systematic understanding of how key organisational functions, processes and structures, and their interrelationships, contribute to organisational effectiveness in early stage and developing organisations. 2. Understand the components of entrepreneurial effectiveness in the context of startups, small businesses and social enterprises working within the complex and uncertain global environment. 3. Explore and critically evaluate entrepreneurial capability and the notion of an entrepreneurial mind-set in a range of contexts. 4. Critically evaluate the social and economic role of entrepreneurship 3.2 Research literacy 5. Examine and deploy a range of innovative, creative and traditional research methodologies and networks to identify opportunities. 3

4 6. Structure, design and apply tools of research, analysis and decision-making to evaluate opportunities and risks. 7. Identify the potential value of ideas and mechanisms for their protection 3.3 Critical self-awareness and personal literacy 8. Demonstrate enterprising behaviours, skills and attributes such as the ability to seek out and act on opportunity, manage projects independently, persevere in challenging situations and to use social skills to build trust, relationships and networks. 9. Articulate a critical awareness of their own entrepreneurial mind-set, including ambition and goals, motivations, tolerance of uncertainty and personal values including ethical, social and environmental. 10. Demonstrate independent responsibility for managing their own learning, exercising initiative and personal responsibility and making use of feedback and self-evaluation. 11. Evaluate issues and make decisions in situations of ambiguity, uncertainty and risk. 3.4 Digital and information literacy 12. Employ functional data for the management of risk and uncertainty. 13. Deploy relevant techniques for the effective financial management of business. 14. Make effective and efficient use of digital and on-line resources to enable appropriate collaboration and communication 3.5 Active citizenship 15. Demonstrate a systematic understanding of the complex and uncertain nature of the global and local social and economic environments, their effects upon the strategic management and the direction of business change. 16. Interact effectively within diverse teams and networks in ways that provide support and/or leadership. 17. Demonstrate a willingness to engage in business activities in ways that demonstrate active citizenship. SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Year 1 With the addition of one Level 4 module, U58005 The Entrepreneur, this programme shares a common first year with BA (Hons) Business and Management, BA (Hons) International Business Management, BA (Hons) Human Resource Management.. Level 4 compulsory modules: U50006 Digital Technology and Maths for Business (single, semester 1or 2) U50007 Accounting and Financial Information (single, semester 1 or 2) U58007 Business in Society (single, semester 1) U58005 The Entrepreneur (single, semester 1) One module from: U58000 Exploring International Business and Management (double, semester 1 and 2) U58001 Exploring International Business and Management (double, semester 2) 4

5 Year 2 - Level 5 compulsory modules: U50039 Applied Financial Skills ++ (single, semester 1 or 2) U58020 Creativity and Innovation+ U58022 Enterprise and Entrepreneurship+ U58028 Evaluating Strategy+ (single, semester 1 or 2 ) U58034 Evaluating Options for Entrepreneurial Organisations ++ + Compulsory for Degree without Honours and for Named Diploma of Higher Education ++ Compulsory for Degree without Honours Year 3 optional work placement (U58065 Placement) Sandwich mode students are required to take U58030 Skills for Placement Search (non-credit) in year 2. On-campus Final Year - Level 6 compulsory modules: U58075 Contemporary Issues in Enterprise and Entrepreneurship (semester 1) U58081 Strategic Management (single, semester 1 or 2) Plus one module from: U51095 Enterprise and Entrepreneurship Research Project (double, semester 1 and 2) U58074 Entrepreneurial Business Management (double, semester 1 and 2) Plus at least 2 module credits from: U50072 The Developing Business (single, semester 2) U52080 Contemporary Issues in Finance (single, semester 1or 2) U55072 International Marketing (single, semester 1) U58073 Dynamics of Employment Relations (single, semester 1) U58076 International Human Resource Management (single, semester 2) U58077 Leading and Managing Change (single, semester 2) U58088 Independent Study (single, semester 1 or 2) Work Based Learning Final Year Level 6 compulsory modules U58082 Work Based Learning Enterprise and Entrepreneurship Project (triple, semester 1 and 2) U58083 Work Based Learning Contemporary Issues in Enterprise and Entrepreneurship (triple, semester 1 and 2) Level 4 recommended modules U51014 Evolution of Global Business U55002 Foundations of Marketing U58004 Planning a Successful Event U58009 Work, Employment and Globalisation Level 5 acceptable modules U50032 Corporate and Business Law U50034 E-Business U50036 Delivering Business Value from Information Systems U50037 Management Information Systems U50038 Mathematics for Decision Making U51037 International Business U51050 Managing Knowledge for Competitive Advantage U51056 Environmentally Sustainable Business U51068 Independent Study in Business U51069 Independent Study (Community Engagement) U52022 International Finance U52029 International Markets and Competition U55033 Buying, Merchandising and Store Design U55035 Creating and Delivering the Retail Brand 5

6 U55036 Customer Relationship Management U55038 Managing Business Operations U55039 Managing Business Projects U55042 Purchasing and Supply Chain Management U55043 Customer Experience Management U58021 Developing Human Resource Strategies U58023 Ethics in Business U58024 Introduction to People Management U58027 Managing Non-Profit Organisations U58030 Skills for Placement Search (non-credit) U58065 Placement Module Plus not more than 2 credits from: U61512 French B1 (1) U61513 French B1 (2) U61514 French 4A U61515 French 4B U61520 French 5A U61521 French 5B U62012 German B1 (1) U62013 German B1 (2) U62712 Mandarin Chinese 2A U62713 Mandarin Chinese 2B U63012 Japanese 2A U63013 Japanese 2B U63512 Spanish B1 (1) U63513 Spanish B1 (2) U63514 Spanish 4A U63515 Spanish 4B U63528 Spanish 5A U63529 Spanish 5B U70923 Academic English for Business Purposes U70924 Higher Academic English Language Skills Other Level 6 acceptable modules U50070 Business Intelligence and Decision Making U58078 Perspectives on International Management 4.2 Professional requirements Not applicable SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment The overarching distinctive features of the programme of flexible entry and exit, multiple learning perspectives to support entrepreneurship and development of Brookes Attributes are supported by a dialogic pedagogy which emphasises challenge, debate and active engagement in entrepreneurship. Active learning approaches such as seminar and workshop activities, developing networks, discussions and problem solving activities are emphasised within the core modules of the degree rather than transmission-based approaches involving lectures and notetaking. Core modules emphasise the development of the entrepreneurial self, the development of entrepreneurial skills and the immersion in entrepreneurial activity. Setting expectations on students personal responsibility and professionalism is central to the first year experience as well as initiating the development of their ideas and perspectives in relation to entrepreneurship. This is a key focus of Business in Society and The Entrepreneur (both single level 4 modules) centring on discussion and debate of value-laden issues and the development of personal and professional responsibility. This also supports students in taking a shared and active responsibility for their learning and assessment, not just being passive recipients of teaching and assessment processes. There exists an expectation of engagement and attendance in which it is required that students adopt a professional approach to their studies. For example through notifying relevant staff before class of any unavoidable absence and responding to s in a timely and professional manner. There is an expectation of preparation and independent study that starts in the first semester. Exploring International Business and Management (U58000) and Business in Society (U58007) make use of course requirement structures to support students to 6

7 develop the discipline of independent and preparatory study. For example, students participate in the peer review of a final student research event and take part in an assessment centre led by final year students. Business, Enterprise and Entrepreneurship students require competence in fundamental threshold skills and techniques to provide a foundation for participating in early stage businesses, SMEs and family businesses. Skills and techniques in accounting, numeracy, IT-enabled data analysis and information and finance sourcing are provided by other departments in the Faculty in service modules, designed for enterprise and entrepreneurship students. Team-working and interpersonal skills (virtual and face-to-face) are facilitated by tutors from the Business and Management Department and are integrated into core modules. Assessment The programme s overarching aim is to use assessment to both measure student achievement and to promote student learning and engagement. Within this broad aim, the Programme seeks to implement a programme-focused assessment strategy to achieve four main objectives: Firstly, through the reduction of assessment pressure points and consequent stress on both students and staff and thereby providing greater opportunity for students to engage with their studies and engage in assessment dialogues with peers and tutors. Secondly, to develop students assessment literacy thereby increasing their propensity to be effective, responsible and independent learners and their ability to make informed judgements on their own work and the work of others. Thirdly, to enhance student progression and achievement of programme learning outcomes through the provision of effective feedback and feedforward and particularly students engagement with feedback. Finally, through diligent adherence to the robust quality assurance policies and procedures of the Faculty and University and critical self-evaluation of the programme s learning, teaching and assessment processes, ensure the assessment of student learning is valid, reliable and inclusive and does not unfairly disadvantage any student. These objectives are met through: Reduction of assessment pressure points An assessment schedule A programme assessment schedule showing the weighting, type and scheduling of assessment across all compulsory modules along with electives owned by the home department (Business and Management) is available. The schedule also shows the timing of the return of formal written feedback on all summative assessment. The schedule is made available to students on the Business, Enterprise and Entrepreneurship Programme Site and in the Student Handbook, and is kept up to date on a yearly basis. Use of double modules to reduce and relocate assessment points Expanded use of double modules where possible within the core of the programme has been used to reduce and spread summative assessment points. Strategic use of resource intensive assessment and feedback processes Resource intensive assessment and feedback processes used more strategically at critical learning points where the most learning gain can be derived. This involves explicit communication on the purpose of assessment feedback and, where possible in discussion with students, the more strategic use of less resource intensive methods such as generic feedback, de-identified A grade assignments as examples, peer review and assessment, audio feedback and online feedback etc. Development of students assessment literacy including their ability to make informed judgements on the quality of their own work and the work of others Aligning with the Brookes Assessment Compact the Business, Enterprise and Entrepreneurship 7

8 programme develops students assessment literacy including the ability to make informed judgements on the quality of their own work and of others. Assessment literacy is considered an indispensable condition for academic success, and the ability to judge the quality of one s own work and the work of others is a key professional skill that underpins effective learning. To this effect the programme seeks to: Develop shared (staff and students) understandings on the rationales behind core assessment types, designs and the purpose and nature of feedback at each assessment point and how students can be supported to engage with this feedback. This involves students in decisions on the deployment of limited resources and the explicit communication of the rationales for the use of techniques such as generic feedback, A grade examples, and peer review and assessment (as above). Teaching and assessments must offer students the opportunity for failure and recovery to encourage the development of resilience. Provide clear assessment criteria for all summative assessments, and where appropriate, formative assessments. Criteria are communicated on all module Moodle sites and also discussed with students. Develop student understanding of the characteristics and standards embodied in a good assignment in Level 4 through marking practice and discussion of exemplar assignments in Exploring International Business and Management U58000 and Evaluating Strategy U Enhance student s ability to evaluate their own work within core modules through the use of self-assessment. In terms of avoiding plagiarism, in their first semester in Business in Society U58007 students are introduced to referencing requirements and in Exploring International Business Management U58000 students gain formative experience in the use of Turnitin software. Subsequently, Turnitin is used across the programme on compulsory modules. Enhancing student learning and engagement through assessment and feedback The programme views assessment as central to the curriculum and regards assessment as integral to learning design and seeks to support student learning through assessment and feedback, methods include: Early assessment Early formative assessment and feedback is used within the programme at Level 4 to engender good study habits and engagement early on and detect potential failure in time for effective remediation. Personal responsibility is developed in Business in Society U58007, and early assessment occurs in Exploring International Business and Management U Feedforward The concept and practice of feedforward is embedded in the programme through the enhanced use of formative feedback throughout the programme. In Level 4 this is enhanced through the use of a student Feedforward Proforma (Race, 2007) as part of a more proactive first year Academic Adviser system. The use of longer (double) modules also facilitates the use of formative feedback throughout the programme. Engagement with feedback Evidence-based strategies that promote the active engagement of students with their feedback through facilitated dialogue and discussion are embedded in the programme as part of a pedagogy of dialogue. The programme also provides 15 minute oral feedback sessions at critical learning points in Levels 4 and 5. It is anticipated that these will take place in U58000 Exploring International Business Management and U58028 Evaluating Strategy. Personal Reflection Entrepreneurial Business Management U58074, The Enterprise and Entrepreneurship Research Project U58095 and U58082 Enterprise and Entrepreneurship provide students, in the context of developing an individual project, the opportunity to reflect on their entrepreneurial journey. At key points in the programme students have the opportunity to develop industry networks and work with mentors supporting transition into professional life. Assessing students fairly The programme seeks to ensure that assessment fairly measures all student achievement through diligent adherence to School and University assessment and moderation quality assurance policies and procedures. 8

9 Teaching and Learning Methods A typical 15 credit module comprises 150 hours of study time. 24 hours are spent in a classroom environment either in a lecture, seminar or workshop format. The remaining hours are divided between guided independent study and preparation for assessment. Preparation for assessment might include working with a group, researching material independently, writing assessments or revising for examinations. Assessment Mix Assessment takes the form of coursework, exam or practical assessment. A small number of modules (typically one each year) use practical assessments, which in a business environment include presentations, debates and assessment centres. Some modules use exams for assessment, essay format and problem solving, (typically 2-3 modules each year). The remaining modules are assessed by coursework. 9

10 Brookes Attribute AL RL CSA DL AC Mapping of Programme Learning Outcomes to compulsory modules Level 4 Level 5 Level 6 Programme Learning Outcomes U58000 U58007 U50006 U5007 U58005 U58028 U58022 U50039 U58020 U58034 U51098 U58074 U58075 U Demonstrate a systematic understanding of how key organisational functions, processes and structures, and their interrelationships, contribute to organisational effectiveness in early stage and developing organisations. 2. Understand the components of entrepreneurial effectiveness in the context of startups, small businesses and social enterprises working within the complex and uncertain global environment. 3. Explore and critically evaluate entrepreneurial capability and the notion of an entrepreneurial mindset in a range of contexts. U58082 U Critically evaluate the social and economic role of entrepreneurship 5. Examine and deploy a range of innovative, creative and traditional research methodologies and networks to identify opportunities. 6. Structure, design and apply tools of research, analysis and decisionmaking to evaluate opportunities and risks. 7. Identify the potential value of ideas and mechanisms for their protection. 8. Demonstrate enterprising behaviours, skills and attributes such as the ability to seek out opportunity and act on opportunity, manage projects independently, persevere within challenging situations and to use social skills to build trust, relationships and networks. 9. Articulate a critical awareness of their own entrepreneurial mindset, including ambition and goals, motivations, tolerance of uncertainty and personal values including ethical, social and environmental. 10. Demonstrate independent responsibility for managing their own learning, exercising initiative and personal responsibility and making use of feedback and self-evaluation. 11. Evaluate issues and make decisions in situations of ambiguity, uncertainty and risk. 12. Employ functional data for the management of risk and uncertainty. 13. Deploy relevant techniques for the effective financial management of business. 14. Make effective and efficient use of digital and on-line resources to enable appropriate collaboration and communication 15. Demonstrate a systematic understanding of the complex and uncertain nature of the global and local social and economic environments, their effects upon the strategic management and the direction of business change. 16. Interact effectively within diverse teams and networks in ways that provide support and/or leadership. 17. Demonstrate a willingness to engage in business activities in ways that demonstrate active citizenship

11 Development of Brookes Attributes Academic Literacy To underpin future careers as entrepreneurs, entrepreneurship researchers or working within organisations, students need skills of critical and responsible thinking informed by relevant business and management knowledge, threshold competences and theoretical perspectives enabling them to make effective, responsible decisions in the context of the uncertain and rapidly changing business environment. Through compulsory modules of Exploring International Business and Management U58000, Exploring Strategy U58028 Strategic Management U58081or U58082 Enterprise and Entrepreneurship students develop a systematic understanding of how key organisational functions, processes and structures interrelate and contribute to organisational effectiveness in early stage and developing organisations. Through The Entrepreneur U58005 and Enterprise and Entrepreneurship U58022 students understand and begin to develop the components of entrepreneurial effectiveness in the context of start-ups, small businesses and social enterprises. They explore and critically evaluate their own entrepreneurial capability in U58005 and the notion of an entrepreneurial mind-set in a range of contexts, evaluating the social and economic role of entrepreneurship in U Research Literacy An integrated development of research literacy in the first year plus the level 5 module Evaluating Options for Entrepreneurial Organisations U58024 equip students firstly to select an appropriate business proposal or area of enterprise and entrepreneurship literature to form the subject of extended study. And secondly to undertake an extended research or business development project which allows the students to apply suitable research approaches in an ethical manner; and communicate with the intention of informing decision-analysis. Students learn to use research and journal databases in Exploring International Business and Management U58000, where they also learn about different types of data and begin to approach data critically in Business in Society U They learn to evaluate and use for decision-making, data from multiple and non-standard sources, to become critical consumers of evidence in Evaluating Options for Entrepreneurial Organisations U Students develop a sense of the value of ideas and mechanisms to protect that value across Business in Society U58007 and Evaluating Options for Entrepreneurial Organisations U Finally in Contemporary Issues in Enterprise and Entrepreneurship U58075 students engage with literature at the forefront of their discipline. Students taking the work based learning suite of modules will engage with the research community at the Faculty and become part of that community as a co-producer of research in U58083 Work Based Learning Contemporary Issues in Enterprise and Entrepreneurship. Critical Self Awareness and Personal Literacy Students are introduced to Personal Development Portfolios in year 1 of their Programme in Business in Society U This tool can be used to collect evidence of competencies developed during the programme of study to support later employment. Students are encouraged to demonstrate enterprising behaviours, skills and attributes such as the ability to seek out, evaluate and act on opportunity, manage projects and learning independently, persevere within challenging and unpredictable situations and use social skills to build trust, relationships and networks. This development is focused in the following modules: The Entrepreneur U58005, Evaluating Options for Entrepreneurial Organisations U58034 and in the development of a business plan on Entrepreneurial Business Management U58074 or the Enterprise and Entrepreneurship Research Project U51095 or U58082 Enterprise and Entrepreneurship Project. Digital and Information Literacy Through service modules Accounting and Financial Information U50007 and Applied Financial Skills U50039, students develop relevant techniques for the effective financial management of business and sourcing of finance for business proposals. The service module Digital Technology for Maths and Business U50006 introduces students to the transformative potential of technology for business and develops competence in the efficient use of digital and on-line resources for business management, collaboration and communication. These skills are practised further in 11

12 Evaluating Options in Entrepreneurial Organisations U58024 and either in Entrepreneurial Business Management U58074 or Enterprise and Entrepreneurship Research Project U51095 or U58082 Enterprise and Entrepreneurship. 12

13 Active Citizenship An understanding of the complex and uncertain nature of the global and local social and economic environments and their effects upon the strategic management and the direction of business change is developed through core modules Exploring International Business and Management U58000, Evaluating Strategy U58038 and Strategic Management U Students explore their responsibilities as team members and members of a community through Business in Society U58007 and interact in diverse teams and networks in ways that provide support and/or leadership in multiple core modules, including The Entrepreneur U58005, where they begin to build professional networks and engage with local SMEs. 5.2 Assessment regulations The programme conforms to the University s Academic Regulations; section B2 Undergraduate Modular Programme Regulations The programme also embeds the principles and practices within the Brookes Assessment Compact. Assessments are carefully designed to contribute to formative developmental feedback and can incorporate peer feedback as well. All module guides include specific assessment criteria which are clearly communicated and an assessment calendar is also produced. SECTION 6: ADMISSIONS 6.1 Entry criteria Typical offers A-level: grades BBB or equivalent IB Diploma: 31 points Advanced Diploma: grade B, including A-level at grade B BTEC National Diploma: DDM AS-levels will be recognised in place of a maximum of one A-level (may include a 12-unit vocational A-level) Key skills are not required but would be a positive feature of an application, as would free- standing AS-levels such as Critical Thinking. The programme welcomes for consideration applications from applicants with non-standard qualifications. Specific Entry Requirements GCSE: Mathematics and English (grade B preferred) Please also see the university's general entry requirements. English Language Requirements Please see the university's standard English language requirements. 6.2 DBS checks Not applicable. SECTION 7: STUDENT SUPPORT AND GUIDANCE Induction An induction programme is provided before teaching begins in the first semester, providing the opportunity to meet fellow students outside the classroom situation. It also introduces the 13

14 philosophy of the programme, the rationale for its design and delivery, and provides insight into what is expected of students. 14

15 People A number of people are available to support, guide and assist personal development during the programme. The Programme Lead and Programme Administrator work as a team to ensure the programme runs smoothly. The Module Leaders and Module Tutors provide academic tutoring and answer subject specific queries during modules. Each student is allocated an Academic Adviser from within the Department and is invited to regular and structured meetings throughout the programme to review progress and get help with academic development. The Student Support Coordinators can provide one-to-one support, advice and guidance on a range of issues, such as personal and family problems, disability or sickness, learning difficulties and money worries. They offer the opportunity to talk to someone who is not connected to academic studies and can refer students to other services available within the University, which include: Counselling, Student Disability and Dyslexia Service, Medical Centre, International Students Advisory Service, plus specific support for mature students. Study skills support is provided by the University s Upgrade service, which provides bookable tutorials and a drop-in service on all campuses plus an online directory of study skills resources. English language support is also available. Programme and Module Guides Handbooks are provided for both the programme and for each module. The Module Guide provides: Contact details of the Module Leader and Tutors Specific content and learning outcomes Week by week topics and activities Details of required class preparation Recommended and required reading Coursework assessment including the task, learning outcomes, assessment criteria and deadlines. Work-placement and Careers Centre support The Work and Voluntary Experience Service (WAVES) supports sandwich-mode students in applying for and securing a work-placement. During the placement year itself students are supported by an assigned placement tutor who remains in regular contact with the student and their line manager and conducts at least one meeting at the student s place of work, WAVES also supports students in identifying volunteering or internship opportunities. The University Careers Service offers guidance on career planning as well as practical advice on CV writing, mock interviews and assessment centres, tutorials and careers counselling. Its online vacancies database Talent Bank details internship and graduate job opportunities plus volunteering and project work. SECTION 8: GRADUATE EMPLOYABILITY This course prepares graduates to embark on an entrepreneurial project, secure positions locally, nationally or internationally. Graduates might work for themselves in business or social enterprise, for a charity, in education, health care or government, or as an intrapreneur for an established organisation. SECTION 9: LINKS WITH EMPLOYERS There is a strong emphasis on links with industry and both compulsory and acceptable (optional) modules host a range of guest speakers. For example, on The Entrepreneur U58005, students meet with local SME owners and board members, in Skills for Placement Search U58030 guest speakers have included representatives from BMW, Experian, Samsung, Glaxo Smith Kline and Hays Recruitment. 15

16 All students have the option of undertaking a placement year in year 3 of the course. The Business Faculty WAVES team manages relationships with over 1000 employers, the overwhelming majority of whom remain enthusiastic about employing our students year after year. We enjoy a high success rate in placing students with employers, due in large part to the skills development embedded within years 1 and 2 of the programme. A student of Enterprise and Entrepreneurship might use the Placement Year to embark on a start-up project. Recent placement employers have included Aston Martin Racing, Disney, Harley Davidson, IBM, NHS Trust, Prospect Soft and Samsung. SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision The reputation of the Faculty of Business is underpinned through programme accreditations received from the Association of MBAs; professional associations such as the Chartered Institute of Personnel and Development and the European Foundation for Management Development. The Business School is widely regarded as one of the best within its peer group. The Business and Management programme achieved five-year EPAS re-accreditation in The Faculty of Business's programmes benefit from rigorous quality assurance procedures and regularly receive excellent feedback from external examiners, employers, students and professional bodies. Quality assurance of the programme is addressed in a number of ways:- Subject Committee meetings held once a semester to enable staff and students to feedback on the programme A rigorous annual and periodic review process to ensure the currency of the programme An external examining process that follows the university guidelines - Systematic end of module and end of programme monitoring and evaluation 16