PROGRAMME SPECIFICATION Final. Postgraduate Certificate, Postgraduate Diploma. Name of institution Host department Course status 1. SELECT 2. 3.

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1 s PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body Faculty School Location of study/ campus Partner institution(s) MBA (Leadership) Postgraduate Certificate, Postgraduate Diploma Validated University of Brighton Brighton Business School Brighton Business School Freeman Centre, Falmer/Mithras House Moulsecoomb Name of institution Host department Course status 1. SELECT Admissions Admissions agency Entry requirements Include any progression opportunities into the course. Start date (mmm-yy) Normally September Mode of study Direct to School A good honours degree or equivalent professional qualification IELTS or equivalent 6.5 At least three years management experience Candidates with substantial management experience who do not have a first degree will be considered for entry on a case by case basis Sep-12 Mode of study Duration of study (standard) Maximum registration period Full-time 1 year 4 years Part-time 2 years 6 years Sandwich Select Select Distance Select Select Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor Graham Clifford Graham Clifford Page 1 of 17

2 Examination and Assessment External Examiner(s) Examination Board(s) (AEB/CEB) Name Place of work Date tenure expires As approved by SCEEN MBA AEB Approval and review Approval date Review date Validation 8/4/ Programme Specification Professional, Statutory and Regulatory Body 1 (if applicable): Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): 5 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body. Page 2 of 17

3 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: The MBA has the following general aims: To: 1. Enable students to develop strategic and professional leadership, management and personal capabilities to contribute to the efficiency, effectiveness and performance of their organisation. 2. Contribute to and underpin the student s general intellectual development. 3. Foster and encourage an innovative entrepreneurial mindset to solve problem and pursue organisational opportunities 4. Develop students understanding of the role and functions of leadership, management in organisational, economic, social and political contexts. 5. Broaden the student s perspectives and enable a better understanding of the global, national and local business and management environments. 6 Establish and embed the importance to students of working effectively with others as members of teams to achieve results. 7. Develop independent reflective learners able to meet the requirements of post graduate level study. 8. Develop integrative interdisciplinary thinking skills and approaches to problem solving. The specific aims of the MBA (Leadership) are to: 9. Gain a systematic understanding of leadership theory and practice which underpin strategic decision making, strategic planning, choice and implementation in organisations, 10. Develop a critical awareness of the issues, theories and concepts at the forefront of leadership theory and practice 11. Examine the specific characteristics and leadership styles required for managing talented people. 12. Develop knowledge, understanding and skills for effective management practice and explore the scholarly literature on the theoretical issues and applied aspects of leadership and management. Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 6. Knowledge and theory By the end of the course students are expected to achieve an advanced knowledge and understanding of management and leadership concepts, theories and practices and apply them in order to contribute to the improved performance and competitive advantage of their organisations. Common MBA Course learning outcomes: To have a systematic understanding of organisational behaviour and the management of people which underpin management of organisations in their environments. This should include current debates and new developments in knowledge as well as established theories. To be capable of critical examination of the different approaches to financial management, accounting and the measurement of performance as means of improving organisational effectiveness. To have a systematic understanding of the role of organisational processes and information systems and how these functions might be effectively managed. 6 Please refer to Course Development and Review Handbook or QAA website for details. Page 3 of 17

4 To develop the ability to apply knowledge and concepts in order to identify problematic issues and possible improvements in management capabilities in organisations. Specific Leadership MBA learning outcomes To develop a systematic understanding of leadership theory and practice which underpin strategic decision making, strategic planning, choice and implementation in organisations. To develop a systematic understanding of the leadership styles required for managing talented people To have developed the knowledge, understanding and skills for effective management practice and explore the scholarly literature on the theoretical issues and applied aspects of leadership and management. To have developed a critical awareness of the issues, theories and concepts at the forefront of leadership theory and practice Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. Able to work effectively as a member of a group of professionals and a wider local and international cross-cultural community, demonstrating self-responsibility, autonomy and contribution to the development of others. (Course aims 1,2,3,4,5). Able to select appropriate research methods and use them to good effect in order to investigate problems, issues or opportunities. (Course aims 1,2,7). Able to gather and critically evaluate evidence drawn from a range of sources, and to draw conclusions on the basis of the students own evaluations. This is likely to include contexts of incomplete data or ambiguity. (Course aims 1,2,7). Able to apply knowledge, theory and concepts to organisational issues and problems. (Course aims 1,2,4,7,8). Capable of managing themselves, time, and ability to learn independently and continue to learn through critical self awareness and reflection on practice and experience. (Course aims 1,3,7,8). Able to devise creative, ethical and sustainable responses to problems, identifying opportunities, and be creative in their approach in their thinking and ideas. (Course aims 2,3,4,5) Able to listen to and communicate with others effectively orally, visually and in writing. This includes the ability to communicate complex arguments. (Course aims 1,2,6). Able to explore existing knowledge, taking a critical approach to the use of such knowledge and to report the findings of investigations to a standard which meets the academic criteria for postgraduate study. (Course aims 2,7,8). Able to take a leadership role in developing and implementing strategic initiatives developed from projects. (Course aims 1,3,4,5,6,9,10,11,12). Page 4 of 17

5 QAA subject benchmark statement (where applicable) 7 Mapped against type 3: QAA Subject Benchmark MBA degrees PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. Hour allocation Total: 1800 hours (100%) Contact hours, supervision & guided study Total: 554 hours (31%) Self-guided study e.g. study, research etc. Total: 1246 hours (69%) The approach to teaching and learning:- Approaches to learning and teaching are based on the assumption of adult engagement with capable professionals, and developing reflective practitioners. The ethos is one of professional discourse. It is important that as engagement with specific subject content and understanding grow, students are made aware of how issues from the specific subject area are integrated within a more holistic understanding of the nature of management. This block course places emphasis on intensive interactive face to face sessions encouraging the group to explore different perspectives from their diverse backgrounds and varied occupational experiences. The student s own organisation with the addition of case studies provide a central role in promoting practical problem solving. There are additional skills building workshops to build effective managerial capabilities. Part of one module is delivered through e learning to ensure direct access to this method of learning. Across the modules a variety of techniques are used that encourage, group work,, role plays, video, debates. Part-facilitated Action Learning Sets provide extra support to facilitate students learning. There are additional Evidence & Enquiry support workshops (8 days in total spread over the duration of the course) to support the applied aspects of the taught modules as well as a Business research methodology input to the final integrative project to build effective managerial skills. A critical underpinning learning approach on the MBA programme is the development of a reflective learner. The skills to reflect on the application of theory into practice in areas of both professional and personal development is supported by session at the Induction and forms part of the assessment strategy for the majority of the modules, where reflection is interspersed with the projects to provide a contextual base of reflection on practice. Across the modules a variety of techniques are used that encourage discussions, student engagement, group work,, role plays, use of different media and debates. In addition to this, formative feedback is provided to students project outlines following the taught 7 Please refer to the QAA website for details. Page 5 of 17

6 modules, just as an extra Business Research Methods day is provided to support the final integrative study. Scheduled of project proposals and progress enables formative feedback from tutor (s) and fellow student forms part of the student support and formative assessment strategy. Enhanced use of technological media is expected of students, given the access now available through learning resources to valuable web sites and data sources. The Business School Intranet, Studentcentral plays an important role both as an administrative supporting structure and increasingly as a learning medium. Electronic discussion group structures and other threaded narrative provision. A thorough introduction to these teaching and learning approaches is provided during induction. A Masters ethos will be reflected via the emphasis from academic staff on the use of journals and reference to their own research. The balance between teaching and learning On the Brighton MBA programme each of the common core subjects (20 cats) has 35 taught hours to reflect the diversity in background, needs, orientation and prior educational experiences of the students whilst the stream major subjects (10/20 cats) in the degree has 22 or 30 contact hours prescribed. Each module has in addition to the taught hours 8 hours for Data & Evidence gathering and assessment support as well as 12 hours for tutorial support in the format of group support & guidance, tutorial surgeries, internet-based-student support through directed guided study. The larger integrative modules have a slightly higher level of support to reflect their complexities. This model supports the personal and professional development aims of the degree, which focus on students first developing independent learning habits, then progressing to become thoughtful analysts, consultants and strategic thinkers. It is an important aspect of the Brighton MBA Programme that staff use the guided study hours productively to extend student learning. Depending on the module, this may involve further whole group sessions, small group sessions or working with students. Some of these sessions might require students to work together prior to joining a module, whilst other might require students to work on tasks together outside the taught sessions e.g. some of the electives (OPM50). Table 1. MBA Leadership: indicative time scheduling Week 0 Core modules 1 Week 1 Week 1 Week MBA Leadership stream specific modules One Week 2 days (16 hours) Induction and study skills plus 2 x 3 ½ hours progress Induction (7 hours) 3 x 6 hours sessions Action Learning Sets (18 hours) Modules: HRM84 Managing People & Organisations, 20 credits (35 hours) FNM18 Accounting & Performance Measurement, 20 credits (35 hours) OPM54 Information System, Operation & Process Management, 20 credits (35 hours) 36 hours guided study (3 x 12 tutor hours support inc internetbased student support) 3 x 8 hours (24 hours) Data and evidence gathering and assessment support sessions STM 22 Management Environment & Economics, 20 credits (30 hours) (Plus 8 hours Data & evidence gathering, assessment support & 12 hours guided study tutor hrs) Page 6 of 17

7 One Week One Week One Week One Week IMM07 Managing Innovation, 10 credits (22 hours) (Plus 8 hours Data & evidence gathering, assessment support plus 12 hours guided study tutor hrs) MNM 95 International Strategy & Marketing (2 subjects), 30 credits International Business Strategy(30hrs) International Marketing (30hrs). (Plus 16 hours Data & evidence gathering, assessment support : and 24 guided study tutor hrs) HRM75 Leadership and Ethics (30 hours) (Plus 8 hours Data & Evidence gathering, assessment support & 12 hours guided study tutor hrs) Final Integrative Module 1 Week 1 Week 1 Week 1 day 2 x 1 day MNM 98 Developing Strategic Leadership Change Capabilities Strategy Strategic Leadership Change Management Business Research methods Presentation sessions with formative feedback Guided study (106 hours) Additional MBA Leadership Teaching & learning activities Activity ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. All the modules within the MBA programme are designed to collectively meet the requirements of the Type 3 Master s benchmark criteria as defined by QAA (2007 pp. 3-4) as part of a career development programme. QAA expect that the MBA programme as a generalist degree with specialist streams within the framework to provide:... a broad, analytical and integrated study of business and management. The Page 7 of 17

8 specialist programmes will be expected to set the specialism within the context of the broader field of business and management. 8 The MBA Programme has an integrated teaching, learning and assessment strategy which is explicit and is founded on a solution-focussed philosophy with the overall aim of enhancing the participants professional and personal development through knowledge and skills acquisition and the application of these to the solution of work-based issues thus creating the potential for improving organisational performance. The underlying premise of the design is that the participants on our MBA programmes are mature and experienced managers for whom a solution focussed approach enables effective and efficient problem analysis based on second-order change. This approach to organisational issues is structured around transformation of existing ways of managing. It is more efficient in dealing with situations of inaction, recurrent or high complexity problems and with new issues 9 as it draws on interdisciplinary sources for solutions and upon reflection on practice. Through the teaching, learning and assessment strategy the participants are exposed to the wide range of skills required within organisational contexts such as presenting work in writing, orally and through different forms of media as well as working as an independent learner, as a member of different teams and taking the lead. Ongoing reflection on practice supported by a personal development portfolio is stressed throughout the MBA experience right from the Induction and is integrated into both the teaching of modules as well as forming part of the summative assessment throughout the programme. This ensures that participants can capitalise on their own and fellow participants current and prior experiences. Throughout the MBA experience the inter-relationship between various disciplines are stressed and are explicitly explored as part of the assessment schedule in some of the modules, including the final integrative module. The formal teaching and summative assessment schedule aims to provide a mix of assessment methods and approaches to ensure that there are opportunities for the participants to reflect on the academic learning and its application to their own practices and others with which they are familiar. A further feature of the Brighton MBA is the systematic underpinning of the learning through partly facilitated action learning sets. This provides the participants with opportunities throughout their study to reflect on and enhance their learning experience through peer interaction with the aim of enabling participants to identify strategies to review and evaluate own and other s management and leadership practices. Finally, the assessment strategy aims to provide participants with different skills sets through the development of range of assessment methodologies that complement the skills required of experienced and effective managers in the work place. The assessment strategy incorporates two different approaches to this purpose. The summative assessment schedule which, over the course of the MBA journey, develops participants skills in ways which are formally assessed using primarily a numerical assessment model to ensure that it is the student s own work through work-based projects where appropriate, student, and other forms of controlled assessments including the extensive use of reflective statements. The formative assessment schedule is developmental and aims to develop the participants skills through ongoing feedback, group work, exercises and discussions that enables the s to become independent learners through critical self awareness and independent study, to become effective team members through group discussions in the taught sessions and where through relevant study visits and other exercises and to develop interdisciplinary thinking skills and approaches to problems solving through the core integrative modules on the MBA Programme.. In order to support the learning and teaching approach outlined above, modules will normally include an early and brief formative assessment exercise. These formative assessment tasks may be additional to or built into the formal sessions and they are used to provide rapid diagnostic feedback to participants. Assessment at the end of each module is summative and is designed to provide an overall measure of 8 QAA, 2007 Master s Degree in Business and Management. Masters.pdf 9 David X. Swenson & David N. Anstett Solution-Focused Problem Solving: Finding Exceptions That Work Page 8 of 17

9 the learning that has been achieved in the module. To support the participants in this process a series of 8 days of supporting evidence, data gathering and study skills support workshops, in addition to a business research methods workshop, has been developed to be delivered normally in conjunction with each module to support the participants in the immediate application of knowledge, theories and concepts to organisational contexts. The overall assessment strategy for the course is to provide the students with a wide range of experiences appropriate for studying at master s level. The MBA Programme: Common Core modules Module Assessment Method: MBA Programme Core learning outcomes Managing People and Organisations HRM credits Accounting and performance management FNM18 20 credits Information systems, operations and process OPM credits 1. A systematic understanding of organisational behaviour and the management of people which underpin management of organisations in their environments including current debates and new developments in knowledge as well as established theories. 2. A critical understanding of the different approaches to financial management, accounting and the measurement of performance as means of improving organisational effectiveness. 3. A systematic understanding of the role of organisational processes and information systems and how these functions might be effectively managed. 4. Ability to apply knowledge and concepts in order to identify problematic issues and possible improvements in management capabilities in organisations. Individual time controlled assessment Individual feedback on a set exam-like question Group & plenary. practice in taught sessions Individual case study based controlled assessment Supervised group work on case studies Group & plenary on analysis and problem solving Topic proposal & Webinar or similar e- based assessment Feedback on outline project proposal Group & plenary practice in taught sessions practice in taught sessions Page 9 of 17

10 MBA Leadership Specific Learning outcomes STM22 Man. Env. & Econ IMM07 Innovation MNM95 IInternat Strategy & marketing HRM75 MBA specific 5.. Ability to critically analyse dynamic international business environments, selecting appropriate models, theories or analytical tools; providing a rationale for choice of methodologies; and taking cognisance of current managerial practice. Methodologies should include both established and innovative approaches. Analysis should show sound judgement, initiative and understanding of the complex, unpredictable nature of business environments. Group presentation (45 minutes) words RS (S Student on various Man. environment issues project words RS Project words Reflective statement. Group & plenary feedback on practice 6.Systematic understanding of the core business process and environmental disciplines which underpin general management in national and international contexts, including current debates and new developments in knowledge as well as established theories. Topic proposal & Webinar or similar e- based assessment Feedback on outline project proposal Project words Reflective statement. Group & plenary feedback on practice 7. A systematic understanding of marketing in international contexts and should include a critical awareness of the issues, theories and techniques at the forefront of marketing. 8. To have developed the ability to investigate problems or situations, which are of strategic significance within an organisation, drawing on relevant theories, models and frameworks to identify possible solutions and make recommendations. Page 10 of 17 Project words Reflective statement. Feedback on group presentation on live company case studies, plenary practice Project words Reflective statement. Feedback on group presentation on live company case studies, plenary Project words Reflective statement. Group & plenary feedback on practice Project words Reflective statement. Group & plenary feedback on

11 practice practice 9. To have developed understanding of innovation how it might be managed effectively to develop internal capability, processes, operations and market products and services successfully nationally and internationally Project 3000 words Feedback on group on the political future of public service, plenary practice 10. To have developed a systematic understanding of how organisations might use strategic or holistic business and management disciplines to maintain their internal cohesion and position themselves to greatest advantage in their environments. Such understanding should include knowledge of established and leading edge theories and models Project words Reflective statement. Feedback on group presentation on live company case studies, plenary practice MBA Final Integrative module MBA Leadership Final Integrative module learning outcomes 11. To have developed a systematic understanding of leadership theory and practice To develop a systematic understanding of leadership theory and practice which underpin strategic decision making, strategic planning, choice and implementation in organisations. To develop a systematic understanding of the leadership styles required for managing talented people Developing Strategic Leadership and Change capabilities MNM96 40 Credits Project 10,000 12,000 words & Reflective statement Individual on topic outline, and project progress to tutors and plenary session. Ongoing feedback on group & plenary discussion as well as practice To have developed the knowledge, understanding and skills for effective management practice and explore the scholarly literature on the theoretical issues and applied aspects of leadership and management. To have developed a critical awareness of the issues, theories and concepts at the forefront of leadership Page 11 of 17

12 theory and practice Extended Final Integrative module learning outcomes It is possible at the discretion of the course leader for a student to be assessed for the Final Integrative project by a single extended project report combining MNM36 with a 20 cats module from the MBA Programme. The different routes have specialised modules where appropriate. Extended Integrative Module MNM credits Project 13,000 15,000 words & Reflective statement Feedback to the student will form part of the supervision process SUPPORT AND INFORMATION Institutional/ University Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities Computer pool rooms (100 workstations at Mithras) address Welfare service Personal tutor for advice and guidance In addition, students on this course benefit from: One day project outline support with formative feedback from peers and tutor(s) following each block module. Please refer to the MBA course handbook and information held in studentcentral. In addition students will module tutor support via or Skype and support by supervisors for their integrative project in a block week in the final phase of the courses. Page 12 of 17

13 PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. MBA Leadership route Induction MBA Core Modules (60) cats MBA Leadership route specific modules (80 cats) Final Integrative module (Leadership route specific) 40 cats Action Learning/ Learning Support set Global Management Forum Study visits (FT-only but with option for PT to attend) 8 days Enquiry & Evidence workshops and Business Research Methods. HRM84 Managing People and Organisations (20 credits) 5 days block FNM18 Accounting and Performance Measurement (20 cats) 5 days block OPM54Informatio n Systems Management (20 credits) 5 days block MNM95 International Strategy and Marketing IMM07 Managing Innovation STM22 Management Environment and Economics HRM75 Leadership and Ethics (20 cats) 5 days block MNM96 Developing Strategic Leadership Change Capabilities (40 Cats) (12 days in blocks) Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Level 10 Module Status Module title Credit code 7 HRM84 C Managing People and organisations 20 7 FNM18 C Accounting and Performance Management 20 7 OPM54 C Information Systems Operations and Process 20 Management 7 STM22 C Management Environment and Economics 20 7 IMM07 C Managing Innovation 10 7 HRM 75 M Leadership and Ethics All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Page 13 of 17

14 7 MNM95 C International Strategy and Marketing 30 7 MNM96 M Developing Strategic Leadership and Change capabilities 40 7 MNM43 O Extended Final Integrative project 60 Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Page 14 of 17

15 AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Total credits 11 Minimum credits 12 Ratio of marks 13 : Class of award Final MBA MBA Leadership 7 Total credit 180 Minimum credit at level Level 7 marks Postgraduate degree of award Other: 180 Intermediate PG Business Administration 7 Total credit 120 Minimum credit at level Level 7 marks Postgraduate (taught) degree Diploma of award 120 Intermediate PG Business Administration 7 Total credit 60 Minimum credit at level Level 7 marks Postgraduate (taught) degree Certificat e of award 60 Select Select Total credit Select Minimum credit at level Select Select of award Select Select Select Total credit Select Minimum credit at level Select Select of award Select *Foundation degrees only Progression routes from award: Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 14 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% % Merit Upper second (2:1) Merit 50% % Lower second (2:2) Pass Pass 40% % Third (3) 11 Total number of credits required to be eligible for the award. 12 Minimum number of credits required, at level of award, to be eligible for the award. 13 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 14 Refers to taught provision: PG Cert, PG Dip, Masters. Page 15 of 17

16 EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. Exceptions required by PSRB These require the approval of the Chair of the Academic Board No material variations to General Examination and Assessment Regulations for Taught Courses. Page 16 of 17

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