The Different Types of Foundation Degrees For Business and Information Technology

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1 MANCHESTER METROPOLITAN UNIVERSITY BUSINESS SCHOOL DEPARTMENT OF BUSINESS AND MANAGEMENT, MMU CHESHIRE in collaboration with The Manchester College, Macclesfield College, Mid-Cheshire College, South Cheshire College FOUNDATION DEGREES IN BUSINESS Last reviewed 21/22 April 2008 DEFINITIVE DOCUMENT

2 HISTORY OF MODIFICATIONS TYPE OF MODIFICATION DESCRIPTION APPROVAL (DATE) e.g. Minor, Major or ADC Review Continued approval at Review May 2008 EQAL Curriculum changes across Levels 4 and 5 to 4x30 credit structure June 2012

3 Foundation Degree Business Network Programme Specification MANCHESTER METROPOLITAN UNIVERSITY PS1 PROGRAMME SPECIFICATION 0 Brief Overview (i) Brief Descriptive Summary This programme specification covers Foundation Degree programmes across the Business School and MMU Cheshire in Accounting and Finance, Business Information Technology, Business and Management, Human Resource Management and Marketing and Retail. In both faculties, optional themes or streams are available at each level of study in enterprise or work-based learning, which can be included as part of the credit accumulation for the final Foundation Degree awards. These programmes are delivered by our partner colleges in Manchester and Cheshire. The programme design enables maximum flexibility of student choice after year one (Level 4) study with the possibility of students moving to other programme titles if they so choose at that stage. (ii) Articulation of Graduate Prospects The Professional Development Portfolio is included within each programme to enhance employability skill, supported by Academic Tutors. Enterprise skills are taught within most programmes as a core. Students are equipped with the necessary business and entrepreneurial skills to commence their own business or be enterprising within an existing business. Within each programme, an international perspective is considered by adopting global material within the units. This assists in offering a cultural and international awareness to all students, which is important for most organisations looking for appropriate skilled recruits. Business graduates are supported as described above to either go on to further study for an Honours Degree, or secure a career in business or a related area of business. Most students make the transition from their degree programme to a first level graduate role such as executives in a wide range of areas such as logistics, buying, sales, marketing, analysts, accountancy, etc. Many students choose to start their own business. General Information 1 Overarching Programme Specification Title Foundation Degrees in Business 2 Final award(s)/title(s) (including any PSRB final awards conferred mark these as PSRB Award ) 3 Combined Honours Subject(s)offered through the programme specification together with associated final award(s) (where relevant) 4 Interim exit award(s)/title(s) (including Combined Honours interim exit awards) FdA in Business and Accounting Management FdA in Business and Human Resource Management FdA in Business and Information Technology Management FdA in Business and Management FdA in Business and Marketing Subject(s): Final Awards: Certificate in HE in all titles Page 2 of 21

4 Foundation Degree Business Network Programme Specification 5 Mode(s) (only include duration where there is a PSRB requirement for limited duration ) Full Time: 2 years 6 FHEQ position of final award(s) Certificate (Level 4)* Intermediate (Level 5)* 7 Awarding institution (include PSRBs which confer a joint or additional qualification on successful completion of programme) 8 Teaching institution(s) (include collaborative partners where appropriate if more than one award in programme specification, indicate which are taught by partner) 9 Relationship with Foundation Year (if more than one award in programme specification, indicate which have links with Foundation Year) Manchester Metropolitan University Hopwood Hall College Macclesfield College Mid-Cheshire College South Cheshire College Stockport College Tameside College The Manchester College None Administrative Details 10 Home Department/ School/ Institute Department of Management, MMUBS 11 Home Faculty MMUBS 12 UCAS code(s) N/A Collaborative Arrangements (where relevant) 13 Approved Collaborative partner(s) (provide name of partner(s) and type of partnership) Partner Name Hopwood Hall College (FdA in Business and Management) Macclesfield College (FdA in Business and Management; FdA in Business and Information Technology Management; FdA in Business and Accounting Management) Mid-Cheshire College (FdA in Business and Management; FdA in Business and Information Technology Management; FdA in Business and Accounting Management) Type of Collaborative Partnership External validation External validation External validation South Cheshire College (FdA in Business and Management; FdA in External validation Page 3 of 21

5 Foundation Degree Business Network Programme Specification Business and Information Technology Management; FdA in Business and Accounting Management) 14 Other Approved Academic Partnership(s) (other than collaborative) Stockport College (FdA in Business and Marketing; FdA in Business and Information Technology Management) Tameside College (FdA in Business and Accounting Management) The Manchester College, (FdA in Business and Management; FdA in Business and Information Technology Management; FdA in Business and Marketing; FdA in Business and Human Resource Management; FdA in Business and Accounting Management) Partner Name External validation External validation External validation Type of Academic Partnership Approval Status To be updated AFTER each PARM activity finalised 15 Date and outcome of most recent MMU review/ approval (i) Latest review/approval 21/22 April, 2008 (ii) Major Modifications to Programme Specification 16 Next Scheduled Review Date: PS/1 effective date: (ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective) Sept 2012 External References/Relationships 18 QAA Benchmark Statement(s) General Business & Management QAA May 2010 Foundation Degree qualification benchmark QAA May PSRB(s) associated with final award of any route within the programme specification (ie those which offer professional status/membership/license to practise as result of successful completion of the final None. Page 4 of 21

6 Foundation Degree Business Network Programme Specification award as included in the University PSRB database) 20 Date and outcome of last PSRB approval(s) N/A Programme Information 21 University and Programme Educational Aims (i) University Educational Aims To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. To provide a supportive and inclusive learning environment which will enable success for all learners To encourage the development of students intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University s vision and strategic objectives. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions. (ii) Programme Educational Aims The Foundation Degrees form a suite of Business courses designed to produce graduates who will follow a wide range of careers in commercial, industrial and public sector organisations. There will be a balance between incorporating practical business and management applications, and maintaining analytical rigour. The programmes will provide challenging, comprehensive learning experiences and will develop students intellectual, communication and practical abilities. They provide students with transferable skills that will be of value throughout their professional lives. Students from diverse backgrounds and previous attainment levels will be attracted; and they will be given a high level of support to enable them to realise their full potential and achieve high standards. Particular emphasis will be placed on locating the programmes within the context of lifelong learning, to allow the development of key graduate skills, and to promote autonomous learning. These skills will be transferable into other areas of academic study and the work environment. They are: 1 Self development management 2 Motivation and initiative 3 Team working 4 Verbal communication 5 Written communication 6 Visual communication 7 Problem solving 8 Analytical ability 9 Numeracy 10 Use of information technology 11 Creativity and ability to handle new and changing situations 12 Integration: transferable of knowledge Furthermore, the Programmes aims and objectives stated here align with the Quality Assurance Agency s (QAA) benchmarking statements for General Business and Management and the Foundation Degree Qualification. Page 5 of 21

7 The common programme aims, therefore, are To develop in students the ability to become an autonomous learner, both individually and in a group, capable of taking responsibility for his/her actions and being responsible for the outcomes of their actions. To extend the students knowledge and understanding of the main concepts, methods, models and theories of the disciplines of Business and the related subjects specified by the degree contents To develop the students ability to locate, assimilate and present information in an appropriate medium and from a range of sources. To encourage the students to develop their individual potential through experience of the integration of theory and practice. To prepare students for future employment and career progression through enhanced self awareness and personal development appropriate for a graduate career in business and to enable them to add value to their current employer organisations. 22 Final Learning Outcomes MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to: apply skills of critical analysis to real world situations within a defined range of contexts demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management express ideas effectively and communicate information appropriately and accurately using a range of media including ICT, develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives manage their professional development reflecting on progress and taking appropriate action find, evaluate, synthesise and use information from a variety of sources articulate an awareness of the social and community contexts within their disciplinary field Programme Specific Outcomes The Business and Accounting Management foundation degree aims to produce students who can: Demonstrate knowledge of organisations; their financial management, and the changing external environment in which they operate. Understand organisations, their management, and the changing external environment in which they operate. Prepare for a career in management and accounting. Demonstrate an ability for lifelong learning skills and personal development to contribute to society. Business and Accounting Management Learning Outcomes (level 5) Demonstrate knowledge and critical understanding of the well-established principles of business, accounting and finance, and of the way in which those principles have developed. Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. Demonstrate knowledge of the main methods of enquiry in business, accounting and finance, and ability to evaluate critically the appropriateness of different approaches to solving problems in accounting and finance. Select and develop higher specialist areas of interests in the context of contemporary business and accounting issues and practice. Page 6 of 21

8 The Business and Human Resource Management foundation degree aims to produce students who can: Demonstrate a good understanding of the theory and practice of business and human resource management in the UK and in the international context. Develop and demonstrate the skills appropriate to graduate level employment in business and human resource management or related areas of professional activity. Understand organisations, their management, and the changing external environment in which they operate. Business and Human Resource Management Learning Outcomes (level 5) Identify and discriminate levels and importance of responsible human resource management. Develop a critical comprehension of analytical processes, academic skills and techniques in relation to human resource management and the business environment. Select and develop higher specialist areas of interests in the context of contemporary human resource management and business issues and practice. The Business and Information Technology foundation degree aims to produce students who can: Understand organisations; their management, and the changing external environment from the perspective of information technology and business. Prepare and develop a career in BIT management. Enhance their lifelong learning skills and personal development to contribute to society at large, working independently and in different team roles Business and Information Technology Learning Outcomes (level 5) Deploy appropriate theory, practices and tools for the specification, analysis, design, implementation and evaluation of technology to support business Demonstrate an understanding of IT/digital business activities and the operational functions of organisations. Demonstrate analytical process, academic skills and techniques in relation to digital business/it Develop further specialised interests in the context of contemporary issues and practice. Plan for the sustainable exploitation of digital technology guided by the adoption of appropriate professional ethical, and legal, practices The Business and Management foundation degree aims to produce students who can: Understand organisations, their management, and the changing external environment in which they operate. Prepare for a career in management within business, public, and third sector organisations. Enhance their lifelong learning skills and personal development to contribute to society. Business and Management Learning Outcomes (level 5) Identify and discriminate levels and importance of responsible management. Comprehend and analyse the relationship between marketing activities and operational functions within organisations. Develop a critical comprehension of analytical processes, academic skills and techniques in relation to business environment. Select and develop higher specialist areas of interests in the context of contemporary business issues and practice. The Business and Marketing foundation degree aims to produce students who can: Apply skills and knowledge of marketing to be able to operate as a professional and responsible manager. Demonstrate a critical understanding of marketing theory and practice. Understand organisations; their management, and the changing external environment from the perspective of information technology and business. Page 7 of 21

9 Business and Marketing Learning Outcomes (level 5) Practise academic and analytical skills in appreciating the role and place of consumers. Examine the importance of brand management in the marketing discipline. Distinguish the marketing activities and allied functions within various organisation types. Select and evaluate higher specialist areas of interests in the context of contemporary business issues and practice. 23 Interim Award Learning Outcomes eg for BA/BSc (Hons) include Level 4 and5 but NOT Level 6; for Level 7- PGCert & PGDip but NOT MA/MSc Page 8 of 21

10 Business and Accounting Management Learning Outcomes (level 4) Demonstrate knowledge of the underlying concepts and principles associated with accounting, and an ability to evaluate and interpret these within the context of accounting and finance. Demonstrate an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of accounting and finance in a business context. Evaluate the appropriateness of different approaches to solving problems related to accounting and finance in a business context. Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. Business and Human Resource Management Learning Outcomes (level 4) Comprehend and apply the global context of modern business and human resource management. Comprehend and demonstrate the impact of people on work and organisations and the business management issues that arise. Build a general skill set and develop a comprehensive knowledge of their application in a business context. Select and develop specialist areas of interests in the context of contemporary business and human resource management issues, disciplines and practice. Business and Information Technology Learning Outcomes (level 4) Understand the role of information systems in supporting business from strategic, through to organisational, levels across the business functions. Evaluate the appropriateness of different approaches to solving problems related to business and IT Be able to present, evaluate and interpret data, in order to develop lines of argument and make sound judgements in accordance with basic theories in the field of business IT Develop knowledge and skills in digital business Business and Management Learning Outcomes (level 4) Comprehend and apply the global context of modern business. Comprehend and demonstrate the impact of people on work and organisations and the management issues that arise. Build a general numeracy skill set and develop a comprehensive knowledge of their application in a business context. Select and develop specialist areas of interests in the context of contemporary business issues, disciplines and practice. Business and Marketing Learning Outcomes (level 4) Describe and apply key marketing principles. Recognise the wider impact of business at both a corporate and individual level. Demonstrate a skills and knowledge base in marketing practice. Select and evaluate specialist areas of interests in the context of contemporary business issues and practice. 24 Teaching/Learning and Assessment Strategy (i) Curriculum Design The key strategic underpinning principle is to establish learning and teaching methods which are Page 9 of 21

11 appropriate for meeting the students needs and achieving the desired learning outcomes that are laid down for each programme and unit. The model of the learner adopted for MMUBS sets out that we see LTA development should move Foundation Degree students progressively from being at Dependent learners at FHEQ level 4, to Inter-dependent learners at level 5 (Intermediate level in Bologna terms). For those students who choose to progress to honours degree and move to level 6 at MMU we seek to move them to being Independent learners at Level 6 and ultimately for Postgraduates to become Innovative or Creative learners at Level 7. All assessment conforms to the requirements of the QAA code of Practice for work based and placement learning. Learning and teaching strategies are tailored to local needs by each college as appropriate to their environmental context. Summative assessment is varied and the college teams aim to achieve a balance between group and individual assessment and in the use of examinations. Methods of assessments are written within the unit specifications and include reports, essays, examinations, presentations, poster displays, portfolios, observations within the workplace, product/advertisement design, mentor evaluation etc. All assessments are designed to conform with the learning outcome statements within the unit specifications and students are provided with a schedule at the beginning of each semester in order to facilitate time management. Students have the opportunity to apply their learning in the workplace through the work-based units and/or through projects and assessments. Students and the placement provider have support packs that include health and safety checklist, objectives, skills development and employer/supervisor appraisal forms. Individuals with special learning are accommodated through specially designed assessment in accordance to need. Formative assessment takes a wide variety of forms e.g. seminars; regular weekly tutorials; interaction in class; peer feedback on in-class presentations; workshop activity with feedback; on-line quizzes; tutor feedback on group and project work; and summative assessment monitoring. Formative assessment complies with the college s TLA strategy by ensuring learners are being taught in ways to support their needs, continuous improvement of standards, promoting inclusion, improving students confidence, Overall, the assessment practices are designed to address the knowledge, understanding and skills as specified in the Foundation Degree Benchmark Statements paragraphs The specific and separate elements of the Benchmark Statements focussed on work-based content intentionally form a key part of the design of all Foundation Degrees. In order to address this requirement, each of the degree titles has a work-based project unit at each level (both 4 and 5) where assessment is focussed on a work situation The learning and teaching strategy recognises that particularly for the second year level 5, students should be achieving greater independence in their learning styles so the work-based project at this level is 40 credit unit which requires greater engagement by the student in his or her own learning. Professional Development (PDP) is assessed through the Understanding and Managing People unit at level 4. PDP is assessed through the ICE Cycle unit at level 5 for all awards with the exception of the FdA in Business and Human Resource Management where it is assessed through the Learning, Coaching and Development unit. Students are taught and assessed using a variety of approaches, supporting both team and individual development. We recognise that students have different learning needs and learning styles. The curriculum is structured in a flexible way and units may be timetabled in linear or block mode. Block units normally have fewer classroom contact hours but additional use is made of on-line facilities to support learning. A blended learning approach is used, with appropriate use of e-learning. Use of MMU s extensive on-line Library facilities should be encouraged throughout the programme. The Programme teams are committed to exploring the potential of new approaches to learning, teaching and assessment. Unit Delivery is led by the colleges, in collaboration with the Undergraduate Programme Coordinator for FdA programmes. Units are monitored in detail via a set of specifications that are laid down by the quality monitoring system. Page 10 of 21

12 (ii) Programme Specific Assessment Criteria If these differ for specific awards within the programme specification provide details for each award in addition to programme criteria See grade descriptors appendix Programme Structure (i) Engagement with the University s Uniwide Language Provision The Business Foundation Degrees, which are offered in the network of Colleges, have never been designed for students to study a language as the programmes at this level are already very intensive in terms of curriculum, to cover the subject benchmarks. There has been no demand for languages in the Colleges network. If we were to offer such provision, the student numbers involved would make this option not viable or sustainable. There would also be problems if we were to try to incorporate languages options because of the difficulty in logistics for delivery and availability of language provision within these colleges. Therefore, the Business School seeks permission to be excluded from the University s Uniwide Language provision for the Foundation Degrees to be delivered in the College network. Professor Ruth Ashford, PhD, Chartered Marketer, FCIM, MAM, AIPM Chair in Marketing Education, Dean MMUBS and Pro Vice Chancellor. (ii) Structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements Include part-time progression arrangements to approved MMU undergraduate Foundation Degrees There is no language option on these foundation programmes and therefore no 15 credit units. FdA in Business and Accounting Management This award is provided at the specific request of the colleges who adopt it. The award provides a further qualification opportunity for students qualified through the AAT provision at those colleges Level 4 Awarded as APL specifically for students having competed their NVQ level 4, AAT Accounting Technician qualification. The AAT students will have worked on a existing Level 4 programme and produced a major project as part of their study. Level 5 Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title Strategic Marketing Planning Z1603 Business Negotiated Unit 30 5Q5Z0045 Responsible Business 30 Page 11 of 21 No of credits

13 5Q5Z0162 Ideas, Creativity and Entrepreneurship Cycle (PDP) 30 Foundation Degree On successful completion of Levels 5 Final exit award: FdA in Business and Accounting Management. Approved progression route for students successfully completing the foundation degree BA (H) Business Management (PT) NB: the progression route must be clearly indicated as a part-time route. FdA in Business and Human Resource Management Level 4 Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title 824Z1601 Business Negotiated Unit Z1201 Finance for Business 30 5D4Z0020 Understanding and Managing People (PDP) 30 5D4Z0019 Human Resources in the Business Context 30 No of credits On successful completion of Level 4 interim exit award: CertHE Business and Human Resource Management Level 5 Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title 5Q5Z0045 Responsible Business Z1603 Business Negotiated Unit 30 5D5Z0054 Learning, Coaching and Development (PDP) 30 5D5Z0053 Employment Law and Labour Markets 30 No of credits Foundation Degree On successful completion of Levels 4 & 5 Final exit award: FdA in Business and Human Resource Management. Approved progression route for students successfully completing the foundation degree BA (H) Business Management (PT); BA (H) Human Resource Management (both PT) NB: the progression route must be clearly indicated as a part-time route. FdA in Business and Information Technology Management Level 4 Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title 5D4Z0020 Understanding and Managing People (PDP) 30 5N4Z0016 Digital Business Technologies Z1601 Business Negotiated Unit 30 Page 12 of 21 No of credits

14 824Z1201 Finance for Business 30 On successful completion of Level 4 interim exit award: CertHE Business and Information Technology Management Level 5 Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title 5N5Z0052 Responsible IT Management Z1603 Business Negotiated Unit 30 Strategic Marketing Planning 30 5Q5Z0162 Ideas, Creativity and Entrepreneurship Cycle (PDP) No of credits Foundation Degree On successful completion of Levels 4 & 5 Final exit award: FdA in Business and Information Technology Management Approved progression route for students successfully completing the foundation degree BA (H) Business Management (PT) NB: the progression route must be clearly indicated as a part-time route. 30 FdA in Business and Management Level 4 Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title 824Z1601 Business Negotiated Unit Z1201 Finance for Business 30 5D4Z0020 Understanding and Managing People (PDP) 30 5Q4Z0008 Global Context of Modern Business 30 On successful completion of Level 4 interim exit award: CertHE Business and Management No of credits Level 5 Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title Strategic Marketing Planning Z1603 Business Negotiated Unit 30 5Q5Z0045 Responsible Business 30 5Q5Z0162 Ideas, Creativity and Entrepreneurship Cycle (PDP) No of credits 30 Foundation Degree Page 13 of 21

15 On successful completion of Levels 4 & 5 Final exit award: FdA in Business and Management Approved progression route for students successfully completing the foundation degree Business Management (PT) NB: the progression route must be clearly indicated as a part-time route. FdA in Business and Marketing Level 4 Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title 824Z1601 Business Negotiated Unit 30 5Q4Z0008 Global Context of Modern Business 30 5P4Z0025 Principles of Marketing 30 5D4Z0020 Understanding and Managing People (PDP) 30 On successful completion of Level 4 interim exit award: CertHE Business and Marketing Level 5 No of credits Core Units Code Status (if applicable)ie - Pre/Co-requisites - Excluded units Unit Title Strategic Marketing Planning Z1603 Business Negotiated Unit 30 5P5Z0059 Brand Management 30 5Q5Z0162 Foundation Degree Ideas, Creativity and Entrepreneurship Cycle (PDP) On successful completion of Levels 4 & 5 Final exit award: FdA in Business and Marketing No of credits Approved progression route for students successfully completing the foundation degree BA (H) Business Management; BA (H) Marketing Management (both PT); NB: the progression route must be clearly indicated as a part-time route Personal Development Planning All students follow the scheme developed and delivered at the Business School. All foundation degree students will study the Personal Development and Employability unit at level 4 and at level 5. As at MMUBS, achievements and assessments from all other units can contribute to the Personal Development Planning Portfolio. The Colleges course teams place great emphasis on the development of graduate skills within individual units as a preparation for progression and employment and this gains focus through the Personal Development and Employability unit, which stimulates reflection and self-evaluation through a systematically planned and assessed Personal Development Plan which is supported by taught sessions. The students develop an extensive portfolio. Page 14 of 21

16 27 Placement and Work-based Learning Whilst the programmes are not per se placement awards, they do have a unit of study (Business Negotiated Unit) in both the first and second year, which links classroom to actual work. The Business Negotiated Units allows students to draw on their own work situation and develop a business project related to their place of work or for them to explore a business related project. Cheshire Colleges: Mode of attendance: Student work: Macclesfield Part-time Most students work part-time Mid-Cheshire Full-time Most students are working South-Cheshire Part-time Most students work part-time Manchester Colleges Mode of attendance: Student work: Manchester Full-time delivered 2 days per week Most students work part-time Hopwood hall Full-time delivered 2 days per week Most students work part-time Stockport Part-time Most students work part-time Tameside Part-time Most students work part-time The majority of part-time students have part-time work and the full time (college based) students attend two days per week allowing them the opportunity to have part-time jobs. A few students may not have regular work and are required to find an appropriate work placement, which is monitored by the participating college to ensure that learning outcomes are met. This conforms to the MMU Code of Practice on Placement Learning. Whilst most of these students find placements occasionally students do have difficulty in obtaining a work placement and to meet this need the team has developed the following contingency plans: 1. Incorporation of a Young Enterprise scheme whereby students develop create and set up their own business with support from the college and the YE North West scheme itself. 2. Students are provided with a departmental/college issue, which they research, investigate and evaluate, as though they were working for the college e.g. induction process, Health & Safety. 3. As a last resort, a student who fails to find a work placement or is uninvolved in any of the above will be set a scenario-based assignment. The above contingency plan will normally only apply to a very small number of students, the vast majority have either part-time work or a placement. 28 Programme Specific Admission Requirements If these are standard University admission requirements indicate this by including Standard University Admission Requirements. If different from standard, provide details for each award in addition to programme level requirements. The admission policy relating to these programmes are determined by the requirements of each participating institution and of the validating University. In considering an application for admission to the programme, evidence is sought of personal, professional and educational experiences, which provide indications of the applicant s ability to meet the demands of the programme. All applicants shall be considered having regard for the University s equal opportunities policy and such anti-discrimination legislation as may be in force. The admission of individual applicants to a Foundation Degree is regulated by the Programme Teams in accordance with the policies and procedures of the institution in which they operate, subject to the requirements of Manchester Metropolitan University. The Programme Committee will ensure a consistency of approach across the institutions offering the programme. 29 Approved Variations/Exemptions from University Regulations None Page 15 of 21

17 30 Programme Management Arrangements Indicate any additional responsibilities over and above those outlined in the Programme Management Section of the Academic Regulations and Procedures Handbook in particular how any approved collaborative partner arrangements will feed into the home MMU programme management arrangements. Partner Colleges hold programme evaluation and student liaison meetings that feed into the Programme Committee Meetings here at the Business School, and are included in the Continuous Improvement Plan. Students are externally enrolled on to the MMUB and MMUC Student Records System. All feedback from the above is analysed, evaluated and fed into the college self-assessment process and departmental course review, that includes a detailed action plan to address issues raised 31 Staff Responsibilities indicate additional responsibilities over and above those outlined in the Programme Management Section of the Academic Regulations and Procedures Handbook in particular include details of responsibilities relating to any approved collaborative partner associated with the MMU home programme. Responsibilities as outlined in MMU Link Tutor handbook. 32 Student Support Strategy All entrants shall be provided with an Induction to their Programme and to the support services of the College. Entrants to outreach and collaborative programmes shall be provided with a Handbook that includes student support and link tutor arrangements. This Handbook will also provide students with access to materials that explain both the procedures and access to services that are available for student support. This shall address both pastoral and academic support. All students shall have a Personal Academic Tutor. All students shall have access to the Student Support Officer. All students shall be provided with guidance on careers and post-graduate opportunities throughout to enhance employability, but particularly in their final year of study. Students shall be provided with a unit handbook (either hard copy or online) for each unit of study that provides details of the teaching schedule, assessment and detailed learning resources in accordance with College requirements. 33 Student Evaluation Staff-student liaison meetings are conducted to evaluate the programme operation and to identify and act on issues. The actions and outcomes of actions shall be made available to all students. This feedback is fed into the University Programme Committee Meetings which Student Representatives are invited to attend. Students views are collected in a variety of ways to improve and monitor the quality of provision and inform the team. Student views are immediately dealt with where possible and those of a more serious or long term nature are included within the PREP. The college implements a QDP questionnaire biannually, one after induction and the other at end of courses. Alongside this unit evaluations are completed by students for individual units, the tutor then evaluates these on the whole. The course leader then produces an overarching monitoring and evaluation audit then brings the students views together. The National Student Survey also gathers students views, which is on-line. The course leader also implements at least 3 student representative meetings per year, student representatives are also invited and attend the board of studies at MMUBS. Improvements to this process would be a systematic system of student focus groups. 34 Engagement with Employers Page 16 of 21

18 Employer engagement is at present student led through the work experience module. This is supported through tutor and college contacts. There does however need to be improvements in this area and a more formal mechanism for engaging employers developed. The main obstacle is time and limited human resources to undertake this function at the college and the absence of a work based learning coordinator. However, the department has recently gained access to MMU s Placement Office and will be used to develop links in the forthcoming year. The programme leader plans to develop an employer forum and possibly programme or assignment sponsorship. Development of this is to be highlighted in the Continuous Improvement Plan. 35 Points of Reference [Amend and reference as necessary] Internal University Mission and Strategic Aims Regulations for the Academic Awards of the University University Regulations for Undergraduate or Taught Postgraduate Programmes of Study Academic Regulations and Procedures Handbook Faculty Programme Approval/Review/Modification Report (21-22 April 2008) University Learning, Teaching and Assessment Strategic Framework University Assessment Framework Staff research Departmental Professional/Industrial Advisory Committee Staff/Student Liaison Committee Partner Colleges own housekeeping practices and procedures (it should be noted these programmes operate under MMU University Regulations for UG programmes and the MMU Academic Regulations not those in the Partner Colleges. This is a tight collaboration supported by regular meetings covering curriculum development, moderation and staff development). External QAA Subject Benchmark statement QAA Framework for HE Qualifications QAA Code of Practice QAA Subject Review report PSRB visit report External examiner reports This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA Subject Benchmark Statements may be found in the student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education. Page 17 of 21

19 Appendix I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Provide a map that identifies how benchmark statements relate to the programme learning outcomes, and which provides a cross-check to ensure that all the outcomes are assessed in the programme specification. MAPPING QAA BENCHMARK STATEMENTS TO BUSINESS and BUSINESS MANAGEMENT Page 18 of 21

20 Appendix II ASSESSMENT MAP Provide a map that identifies how assessments are achieved within the programme learning outcome and which provides a cross-check to ensure that all the outcomes are assessed in the programme specification EXEMPLARS AVAILABLE IN THE PROGRAMME SPECIFICATION GUIDANCE NOTES Page 19 of 21

21 Appendix III EMPLOYABILITY AND SUSTAINABILITY MAP Provide a map that identifies how the University s Employability and Sustainability learning outcomes are addressed across the curriculum for each award within the programme specification. Page 20 of 21