BA (Hons) Business Administration Full-time mode UCAS Course Code: N250 (BESU069)

Transcription

1 V 11 Faculty of Business, Environment and Society Course Specification Undergraduate Business Course BA (Hons) Business Administration Full-time mode UCAS Course Code: N250 (BESU069) BA (Hons) Business Administration Part-time mode (BESU199) Academic Year Version: Final May

2 V 11 Contents Introduction 3 Part 1: Course Specification Basic Course information 4 11 Educational Aims of the Course 5 12 Intended Learning Outcomes 5 13 Course Structure and Requirements 9 14 Support for Students and their Learning Criteria for Admission Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning Regulation of Assessment Indicators of Quality and Standards Additional Information List of mandatory and core option modules Curriculum Map Capabilities (Skills) Map 19 Part 2: Supporting information Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements. Teaching and Learning Strategy 21 Assessment Strategy 23 Course management 25 Entry Requirements and Selection Procedures 26 Compliance with the University s Academic Regulations and Current Legislation 26 Page 21 2

3 Introduction V 11 The Business Administration BA (Hons) degree course forms part of the suite of Business courses offered by the Department of Strategy and Applied Management within the Faculty of Business, Environment and Society. The focus of the Business Administration course is on flexibility. This is achieved by enabling students to study across a broad range of business areas in Stage 1 of their degree so that they can identify their particular area(s) of interest in which to specialise during Stages 2 and 3. Alternatively students can continue to study across the range of the functional areas of business. The course also provides a very relevant and natural progression path for students who wish to study for an MBA in subsequent years i.e. after they have entered the world of work and have accumulated sufficient work experience to enable them to enrol on an MBA. The Business Administration Degree has a strong international focus and an important feature of the course is the Direct Entry of international students to both Stages 2 and 3 which enables students to work in a diverse and cosmopolitan environment and potentially build networks across the globe while still a student. 3

4 Part 1: Course Specifications for Business Administration V 11 1 Available Award(s) and Modes of Study Title of Award * Mode of attendance* UCAS Code FHEQ Level BA (Hons) Business Administration SW: 4 years N250 6 FT: 3 years BA Business Administration SW: 4 years FT: 3 years N/A 6 BA Business Administration PT: 4-8 years N/A 6 BA Business (Fallback) SW: 4 years FT: 3 years N/A 6 Diploma of Higher Education FT: 2 years N/A 5 Certificate Higher Education FT: 1 year N/A 4 2 Awarding Institution/Body Coventry University 3 Collaboration Students at the School for Higher and Professional Education (SHAPE) in Hong Kong also study this course. (Coventry University is a Partner University to SHAPE under an Autonomous Franchise agreement). Additionally, the Course attracts Direct Entry Students to both Stages 2 and 3 from several other Partner Higher Education Institutions across the world. 4 Teaching Institution and Location of delivery Coventry University 5 Internal Approval/Review Dates Date of approval: May Course Accredited by N/A 7 Accreditation Date and Duration Reviewed every year. 8 QAA Subject Benchmark Statement(s) and/or other external factors 9 Date of Course Specification May 2012 Date for next review: no later than Academic year 2017 QAA General Business and Management benchmark statement (2007) 10 Course Directors Full time Course (BESU069): Tracey Holker (assisted by Kate Mottram) Part time Course (BESU199): Peri Yavash 4

5 11 Educational Aims of the Course V 11 The educational aims of the course are to provide: A course that is sufficiently flexible to enable students to study across a broad range of business areas in Stage 1 of their degree so that they can identify their particular area(s) of interest in which to specialise during Stages 2 and 3 (or alternatively to continue to study across the range of functional business areas). A very relevant and strong foundation for students who wish to study for an MBA once they have embarked on their subsequent career and achieved the required amount of work experience. A strong International focus particularly as a result of the Direct Entry of international students in both Stages 2 and 3 which enables students to work in a diverse and cosmopolitan environment. A business degree qualification that is responsive to local, national and international markets. A course that facilitates access to HE for a diverse range of students. A course that reflects business thought and practice with an emphasis, where appropriate, on the application of theory to practice. A course that enables students to develop, or enhance, careers in the business world. A course that exceeds the QAA subject benchmark statements for typical standard honours degrees in General Business and Management. 12 Intended Learning Outcomes On successful completion of this course a student should be able to: Demonstrate a comprehensive knowledge and understanding of the business environment, business strategy, and the main functional areas of business organisations. Apply a wide range of relevant skills and competencies in order to be productive in a graduate level role in an organisation. Formulate, suggest and communicate solutions to business problems. Demonstrate the ability to act as an independent learner (in both educational and business settings) as well as the ability to play a full role when working and / or learning in teams. Appreciate the importance of developing a global outlook. The course satisfies the QAA benchmark statements (2007) and Coventry University s Code of Practice for Academic and Professional Skills Development. The intended learning outcomes are described in detail in sections 12.1 to 12.4 below. Section 21 maps these intended learning outcomes to the course s mandatory and option modules (which are detailed in section 20). The principal teaching, learning and assessment methods normally used on the course to achieve these learning outcomes are also identified in section 12.1 to Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in. 5

6 12.1 Knowledge and Understanding On successful completion of the course a student should be able to demonstrate knowledge and understanding of: KU1 Markets - the development and operation of markets for resources, goods and services; customers - customer expectations, service and orientation. KU2 Business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests. KU3 Finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications. KU4 People - the management and development of people within organisations. KU5 Operations - the management of resources and operations. V 11 The principal teaching, learning and assessment methods normally used to enable these outcomes to be achieved and demonstrated are identified below: KU1 KU2 KU3 KU4 KU5 Teaching and Learning Lectures, seminars, tutorials, textbooks, module webs, journals (hardcopy and electronic). Lectures, seminars, tutorials, problem based learning, textbooks, module webs, journals (hardcopy and electronic), case studies, problem based learning, simulations. Lectures, seminars, tutorials, textbooks, module webs, journals (hardcopy and electronic). Lectures, seminars, tutorials, textbooks, module webs, journals (hardcopy and electronic). Lectures, seminars, textbooks, module webs, journals (hardcopy and electronic), case studies. Assessment Examinations, individual written coursework, project work, group work. Case study examinations, examinations, individual coursework, time constrained tests. Examinations, individual written coursework, project work. Examinations, individual written coursework, project work, time constrained tests. Examinations, individual written coursework, project work. 6

7 12.2 Cognitive (thinking) Skills On successful completion of the course a student should be able to demonstrate and apply: CS1 Numeracy and quantitative skills including data analysis, interpretation and extrapolation. The use of models of business problems and phenomena; effective use of communication and information technology for business applications. CS2 Effective communication, oral and in writing, using a range of media which are widely used in business such as the preparation and presentation of business reports. V 11 CS3 Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately. CS4 Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems. The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations. CS5 Self reflection and criticality including self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. Also, the skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning. CS6 Effective self-management in terms of time, planning and behaviour, motivation, self-starting, individual initiative and enterprise; ability to conduct research into business and management issues, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process. CS7 Effective performance, within a team environment, including leadership, team building, influencing and project management skills. CS8 Interpersonal skills of effective listening, negotiating, persuasion and presentation The principal teaching, learning and assessment methods normally used to enable these outcomes to be achieved and demonstrated are identified below. Teaching and Learning Assessment CS1 Case studies, seminars, problem-based learning, practical exercises. Examinations, time constrained tests, individual written coursework, problem solving exercises. CS2 Seminars, tutorials, surgeries, problem-based learning, electronic library, university library. Written projects, presentations, seminar papers, written reports, dissertation. CS3 Lecture, seminars, problem-based learning, projects, workshops, electronic business resources and databases, university library, ICT Examinations, seminar papers, discussions and presentations. packages. CS4 Lecture, seminars, individual supervision. Examinations, seminar papers, discussions and presentations, dissertation. CS5 Lectures, seminars, workshops. Projects, reflective commentary, personal development portfolios, dissertation. CS6 Lectures, seminars, workshops. Dissertation, case studies, examinations. CS7 Lecture, seminars, problem-based learning, projects, workshops, ICT packages. Group projects, presentations, personal development portfolios, dissertation. CS8 Lectures, seminars, workshops. Group assignments, presentations, practical exercises. Cognitive skills, especially what were previously referred to as Transferable/Key Skills are generally incorporated within modules (see section 21) and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. 7

8 12.3 Practical Skills On successful completion of the course a student should be able to: V 11 PS1 Formulate and suggest appropriate solutions to business problems. (This links and overlaps with CS4 above). PS2 Communicate in non-verbal and verbal formats appropriate to a specific business setting. (This links and overlaps with CS2 above). PS3 Use standard ICT business applications packages to improve business efficiency and effectiveness. (This links and overlaps with CS1 above). Modules offered through the Coventry University Add+vantage scheme will also provide opportunities for practical skills development and support for Personal Development Planning. The development of discipline-based development planning is detailed in Part 2 - Supporting information. The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. Teaching and Learning Assessment PS1/CS4 Lecture, seminars, individual supervision. Examinations, seminar papers, discussions and presentations, dissertation. PS2/CS2 PS3/CS1 Case studies, seminars, problem-based learning, practical exercises. Seminars, tutorials, surgeries, problem-based learning, electronic library, university library. Examinations, time constrained tests, individual written coursework, problem solving exercises. Written projects, presentations, seminar papers, written reports, dissertation Transferable Skills On successful completion of the course a student should be able to: TS1 Act as independent learners and carry this ability into their future career development. (This links and overlaps with CS5 above). TS2 Demonstrate a range of skills that are transferable within a business context. (This links and overlaps with CS7 and CS8 above). TS3 Take responsibility for planning, preparing and writing a major written project. (This links and overlaps with CS6 above). Transferable/key skills are generally incorporated within modules (see sections 21 and 22 below) and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas. 8

9 13 Course Structure and Requirements, Levels, Modules, Credits and Awards Modules within the course, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are identified in section 20. Modules within the course may be classed as: Mandatory (M) These modules are compulsory. Core Options (O) These modules are chosen from a prescribed list of modules. V Patterns and modes of attendance The BA (Hons) Business Administration degree is available either on a 3 year full time basis or on a four year sandwich basis, where there is one year of work experience (the placement year), usually between stages two and three. Students are encouraged to take this opportunity. The BA (Hons) Business Administration degree is also available for part-time study by attendance during the day and/or evening Placement Year To commence a placement year a student must have accumulated a minimum of 240 credits at Levels one and two including passes in mandatory/add+vantage Scheme modules. The process and assessment of the placement year is in accordance with the QAA code of practice for placement learning. The Faculty s Employability and Placements Unit will assist a student in finding a placement. If a student is unable to find an acceptable placement, the student must transfer to the three year full-time mode of the course. The aim of the placement year is to enhance the employability prospects and career development of the students and it therefore contributes to the University s mission statement. The potential benefits of the placement year to the students are considerable and include: Experience in job-searching, self-presentation and being interviewed. Work experience on a much more significant scale than vacation or part-time work. Confidence in their capacity to contribute to the organisation that employs them. Understanding of how their studies relate to practice. Self-discipline and organisation. Good relations with a prospective employer. If students choose not to do the placement year, or fail to find an acceptable placement, they may select the level 3 Add+vantage module A305EEI Summer Placement Module. To complete this module, students need to find and complete suitable work experience for a minimum period of 6 weeks. This can either take place over the summer vacation between stages 2 and 3 of the course or during their final year of study. 9

10 V Course Structures BESU069 BA Business Administration (full time) Code Title Semester Credit Prerequisite Mandatory (M) or Optional (O) Stage 1 104sam Professional & Academic Skills Development 1 & 2* 10 n/a M 108sam Quantitative Methods for Business 2 & 3* 20 n/a M 110sam Internal Business Relations 1 & 3* 20 n/a M 117ecn Economic Environment of Business 2 20 n/a M 105mkt Marketing Essentials 2 20 n/a M 148hrm Managing People 1 & 3* 20 n/a M Level 1 Add+vantage 1 or 2 10 n/a M Stage 2 240sam Supply Chain & Operations Management 1 20 n/a M 243sam Career Development 1 10 n/a M 247sam Exploring Business Strategy 2 20 n/a M 289acc Accounting for Business 1 20 n/a M 211mkt Buyer Behaviour 2 20 n/a O 202hrm Contemporary Issues in HR Service Delivery 2 20 n/a O 251fin Financial Services 2 20 n/a O Level 2 Add+vantage 1 or 2 10 n/a M Stage 3 344sam Project Management 1 20 n/a M 361sam Contemporary Business Strategy sam M 352sam Business Dissertation sam O 349sam Advancing Career Development sam M 366sam Critical Issues in Globalisation 2 20 n/a O 348sam Managing Business Responsibly 2 20 n/a O 364sam Supply Chain Management Strategy sam O 346sam Exploring Entrepreneurship 2 20 n/a O 353fin International Finance fin O 306mkt Services & Retail Marketing 2 20 n/a O Level 3 Add+vantage 1 or 2 10 n/a M *These Modules are available in more than one semester to accommodate students who start their course in January. 10

11 V 11 BESU199 BA Business Administration (part-time) Code Title Semester Credit Prerequisite Mandatory (M) or Optional (O) Stage 1 104sam 123sam Professional & Academic Skills Development Or Developing Academic Skills n/a n/a M M 108sam Quantitative Methods for Business 2 20 n/a M 110sam Internal Business Relations 1 20 n/a M 117ecn Economic Environment of Business 2 20 n/a M 105mkt Marketing Essentials 2 20 n/a O 148hrm Managing People 1 20 n/a M Level 1 Add+vantage 1 or 2 10 n/a M Stage 2 240sam Supply Chain & Operations Management 2 20 n/a M 243sam Career Development* 1 10 n/a O 247sam Exploring Business Strategy 1 20 n/a M 289acc Accounting for Business 1 20 n/a M 211mkt Buyer Behaviour 2 20 n/a O 202hrm 243hrm Contemporary Issues in HR Service Delivery* OR Contemporary Issues in HRM (on-line) n/a n/a O O 240hrm Managing and Leading People at Work 2 20 n/a O 251fin Financial Services* 2 20 n/a O Level 2 Add+vantage* 1 or 2 10 n/a O 209mkt Applied Marketing (online) 2 20 n/a O Stage 3 344sam Project Management 1 20 n/a M 361sam Contemporary Business Strategy sam M 352sam Business Dissertation sam O 349sam Advancing Career Development* sam O 366sam Critical Issues in Globalisation 2 20 n/a O 348sam Managing Business Responsibly 2 20 n/a O 364sam Supply Chain Management Strategy sam O 346sam Exploring Entrepreneurship 2 20 n/a O 353fin International Finance* fin O 306mkt Services & Retail Marketing* 2 20 n/a O Level 3 Add+vantage* 1 or 2 10 n/a O *Not available for evening study 11

12 V Progression and Awards The conditions given below are specific regulations for an honours degree in Business Administration. They are in addition to current University Academic Regulations. For an Honours degree a student must have passed or been credited with all mandatory modules and 360 credits. Progression requirements To progress between stages students must have passed all mandatory modules for the previous stage Cascade of Awards BA Business Administration (Hons) BA Business Administration BA Business Diploma in Higher Education Certificate in Higher Education 13.6 Conditions for Awards For an Honours degree in Business Administration a student must have passed all mandatory modules plus options to a total of 360 credits. Honours Classification is calculated according to the current University Academic Regulations (see extract below). There are no specific modules which must be included in the calculation. The classification shall be based upon either of the following calculations, whichever is the higher: i) the average mark of the 100 credits worth of modules with the highest mark at level 3 or above; or ii) the average mark of the 220 credits worth of modules with the highest mark at level 2 and above. In deriving a mark for classification, marks shall carry a weight according to the credit rating of the module. The classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class shall be 70%, 60%, 50% and 40% respectively. A student shall automatically be entitled to the class of a Degree with Honours determined by the classification calculation achieved. For an Unclassified degree a student must have passed a minimum of 300 credits including at least 100 credits at level 1, 100 credits at level 2 and 80 credits at level 3 including all mandatory modules. For a BA Business degree (fallback) a student must have passed a minimum of 300 credits. BA Business is a fallback award created for students who pass the required number of credits to be awarded a degree, but who may have failed one or more mandatory module on a specified named business related degree award. This degree operates on a credit accumulation basis for Business modules, and students cannot initially register for this degree. It is only available as a fallback route. 12

13 For a Diploma of Higher Education a student must have passed a minimum of 240 credits including 100 credits at level 1 and 100 credits at level 2. V 11 For a Certificate of Higher Education a student must have passed a minimum of 120 credits at Level Condonements Failed modules may be condoned by the Programme Assessment Board in line with the current University Academic Regulations 6.7 (see extract below): (6.7.8) A module failed at the resit attempt may be assigned as condoned and receive full credit at the discretion of the Programme Assessment Board subject to the following limitations: a) the student shall have attained a minimum overall module mark of 30%. Marks between 29.5 and 30 inclusive shall be regarded as 30% for this purpose; b) no more than 20 credits may be condoned at each of levels F, H, 1 or 2, with a maximum of 40 credits overall in any programme of study; c) the following types of modules may not be condoned: career development modules (Add+vantage); modules at level 3 or above; modules required for professional accreditation of any type; modules with a value over 20 credits; d) condoned modules may not be used as APL;Academic Regulations, Chapter 6 Version 2011, Page 7 of 12 e) condoned modules may not be repeated or reassessed in any way; f) condoned module may not be raised to a pass. g) a condoned module mark will count towards the credit total for an award, but the mark will not be included in the calculation of the classification average. h) the student shall have made an attempt at all components. (6.7.9) Should a student have failed only one condonable module at the first attempt, the Assessment Board may condone that module without requiring the student to resit it. 13

14 14 Support for Students and their Learning Students will be supported by the following mechanisms: An induction programme for all new students at the start of their studies. This will give an introduction to the following: o o o o o The University and the Faculty of Business, Environment and Society. Their programme of study and timetable. CUOnline. Add+vantage modules. Key staff. V 11 A Business Administration Course Handbook and individual Module Guides. The allocation of an Academic Personal Tutor who will offer support and guidance on academic matters. (Part-time students will be provided with support and guidance from the Course Director for the part-time course). Access to a departmental Employment Personal Tutor who will offer support and guidance on seeking placements and employment post graduation. A course web on CUOnline, which will provide opportunities for discussions amongst student groups and course tutors. It will also be used for the posting of relevant support material or links to supporting websites (e.g. relating to personal development, careers and study skills). The University and Faculty Student Support Centres. Students wishing to take up the placement year are also able to access assistance from the Faculty Employability and Placements Unit and the Department s Employment Personal Tutor to identify appropriate placement opportunities. Whilst on placement each student will be allocated a tutor who will visit them twice to check that the placement is meeting the needs of both the student and employer. International students, including students from EU countries, receive additional support from the University s International Office, and special events are provided for their benefit. Those students, who are non-native English speakers, will be strongly encouraged to take up the relevant Add+vantage English modules. Direct entry students are also given additional support to help them settle into the course in as short a period of time as possible. This will include the opportunity to participate in tailored workshops at the start of their course (with follow up workshops thereafter) to help them to quickly develop their academic skills. Online resources are also made available, along with specialist support from course tutors and academic personal tutors. All support mechanisms are consistent with University policies on Equal Opportunities. Reasonable adjustments can be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities. This will be done on an individual basis in consultation with the University Disabilities Unit. Student will receive extensive support on how to work in groups and the social dynamics of teamwork. This training begins in induction when students are given the opportunity to work within groups within a non-threatening environment. Group work skills are continued in the Semester 1 module on academic skills and are then practiced and consolidated in seminars for almost all modules. 14

15 15 Criteria for Admission V 11 Information about UCAS entry profiles can be found at: The general requirements are in line with University policy. 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Course is managed by the Business Board of Studies of the Faculty of Business, Environment and Society. The Programme Assessment Board (PAB) for Business is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The assurance of the quality of modules is the responsibility of the Boards of Studies which contribute modules to the course. External Examiners report annually on the course and their views are considered as part of the Annual Quality Monitoring process (AQM). Details of the AQM process can be found on the Academic Registry s web site. Students are represented on the Student Forum, Board of Studies and School Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. The Faculty of Business, Environment and Society also operates the following methods for evaluating and enhancing the quality and standards of teaching and learning: A Faculty wide peer observation system whereby all full-time and fractional staff are observed at regular intervals. The provision of in-house seminars and workshops on teaching and learning matters which all staff are invited to attend. 17 Regulation of Assessment University policy requires the internal moderation of all assessments. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At course level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. As mentioned in Section 13.6 above on Undergraduate courses, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively. 15

16 18 Indicators of Quality and Standards V 11 The following are key indicators of quality and standards: The National Student Survey of Final Year undergraduates, conducted in 2008, indicated an overall satisfaction score for Business students within the Department of Strategy and Applied Management of 87%. Coventry University had particularly high rates for resources (library, computing services etc) and support for personal development. The department has excellent links with employers, for example, Jaguar Land Rover. The report of QAA s Institutional Audit undertaken in November 2008 confirmed that: Confidence can be placed in the soundness of the institution s current and likely future management of the academic standards of its awards. Confidence can be placed in the soundness of the institution s current and likely future management of the quality of the learning opportunities. 19 Additional Information Key sources of information about the course and student support can be found in: The Course Handbook for Business Administration (this will be provided to all students during their Induction Week). The Module Guide produced for all modules. Module Information Directory ( Study Support information is accessible from the home page of the Student Portal on CU Online. Please note: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 16

17 20 Mandatory and Option Modules Code Title Credit Prerequisite Full-time Part-Time Stage 1 104sam Professional & Academic Skills Development 10 n/a M O 108sam Quantitative Methods for Business 20 n/a M M 110sam Internal Business Relations 20 n/a M M 117ecn Economic Environment of Business 20 n/a M M 105mkt Marketing Essentials 20 n/a M M 148hrm Managing People 20 n/a M M Add+vantage (Level 1) 10 n/a M M 123sam Developing Academic Skills 10 n/a n/a O Stage 2 240sam Supply Chain & Operations Management 20 n/a M M 243sam Career Development 10 n/a M O 247sam Exploring Business Strategy 20 n/a M M 289acc Accounting for Business 20 n/a M M 211mkt Buyer Behaviour 20 n/a O O 202hrm Contemporary Issues in HR Service Delivery 20 n/a O O 251fin Financial Services 20 n/a O O 240hrm Managing and Leading People at Work 20 n/a n/a O 209mkt Applied Marketing (on-line) 20 n/a n/a O 243hrm Contemporary Issues in HRM (on-line) bss n/a O Add+vantage (Level 2) 10 n/a M O Stage 3 344sam Project Management 20 n/a M M 361sam Contemporary Business Strategy sam M M 352sam Business Dissertation sam O O 349sam Advancing Career Development sam M O 366sam Critical Issues in Globalisation 20 n/a O O 348sam Managing Business Responsibly 20 n/a O O 364sam Supply Chain Management Strategy sam O O 346sam Exploring Entrepreneurship 20 n/a O O 353fin International Finance fin O O 306mkt Services & Retail Marketing 20 n/a O O Add+vantage (Level 3) 10 n/a M O V 11 Key M = Mandatory (i.e. must be studied and passed for the named award) O = Option 17

18 21 Curriculum Map Knowledge and Understanding Cognitive (Thinking) Skills Practical Skills Transferable Skills Module codes KU1 KU2 KU3 KU4 KU5 CS1 CS2 CS3 CS4 CS5 CS6 CS7 CS8 PS1 PS2 PS3 TS1 TS2 TS3 104sam and 123sam 110sam 148hrm 105mkt 117ecn 108sam 243sam 247sam 289acc 240sam 361sam 344sam 349sam 18

19 22 Capabilities (Skills) Map Module codes Learning to Learn Working with others 104sam and 123sam Problem Solving and Innovation Numeracy IT and Online Learning Communication Career Management Information Management TP TP TPA TPA TPA TPA TPA 110sam TPA PA TPA P 148hrm PA TPA P TPA 105mkt TPA P TPA 117ecn PA PA 108sam TPA 243sam PA TP PA TPA TPA TPA TPA 247sam TPA TPA P TPA 289acc TPA TPA P TPA PA 240sam TPA PA 361sam TPA TPA TPA PA PA TPA TPA PA PA 344sam PA TPA PA 349sam PA TP P PA PA TPA TPA TPA Key: T=Taught, P=Practiced, A=Assessed The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the course. Personal Development Planning 19

20 Capability Outlines (from the Code of Practice for Academic and Skills Development) Learning to Learn Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Working with Others Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Numeracy Students should be able to interpret, analyse and present numerical data. IT and Online Learning Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communication Students should be able to communicate effectively in appropriate forms in a wide variety of situations. Career Management Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations. Information Management Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Personal Development Planning Students should be able to demonstrate self-awareness, set personal goals and record achievement. Capabilities developed through the Add+vantage Scheme In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage module in each of the three years of their course. Theses Add+vantage modules will develop the following generic capabilities: Problem Solving Skills Action Planning and Organising Written and Oral Communication Questioning and Listening Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be addressed in each of the Add+vantage modules: Achievement orientation Initiative (Creativity) Self Confidence Decisiveness Reflectiveness Adaptability/Flexibility Influencing Career Management Skills 20

21 Part 2: Supporting Information for BUSINESS ADMINISTRATION 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The intended learning outcomes of the Coventry Business School s BA (Hons) Business Administration degree have been specifically designed to ensure the QAA benchmarks statements for General Business and Management 2007 of the Higher Education Qualifications in England, Wales and Northern Ireland have been addressed. In the design process close attention has also been paid to the Framework for Higher Education Qualifications in England, Wales and Northern Ireland s Descriptors for a higher education qualification at Levels 4-6 (2008). The requirements of the benchmark statements and the level descriptor have been included in both course learning outcomes and module learning outcomes and a mapping exercise has been undertaken to ensure the course learning outcomes have been cumulatively met through the module learning outcomes. This course also adheres to the Principles for Responsible Management Education (PRME). The PRME framework has global recognition and has been adopted across all Coventry Business School courses. The inclusion of PRME within this Business Administration course will highlight to students the importance of organisational change in support of corporate social responsibility and sustainability. Furthermore, students should appreciate that by being seen to embrace these principles they will also enhance their individual graduate employability credentials. 2 Teaching and Learning Strategy The flexible design of this course means that after studying across a broad range of business areas at Stage 1 of the degree via a programme of mandatory modules, students are able to increasingly specialise in the subsequent years of their course. In particular, the course offers students the opportunity to select 2 core options modules from a prescribed list at level 2 and 3 core option modules (again from a prescribed list) at level 3. The strong international focus of the course is enhanced by the Direct Entry of international students at both Stages 2 and 3 who then work and study alongside existing students in mixed seminar groups and workshops. A major aim of this course is to enable students to think like a manager in global business contexts. This includes the following key academic underpinning and transferable skills: Consider and critique secondary data with an Academic approach, to abstract and simplify in order to identify and model the essence of a problem. Analyse and reason both deductively and inductively. Communicate results concisely to a wide audience, including those with no managerial experience. Work strategically to enable them to think critically about the limits of one s analysis in a broader range of contexts. To draw on both internal and external environmental elements or constraints in the decision making process. In order to achieve this, the teaching and learning strategy of this course is based on building the basic international principles of management at stage one, with a particular focus on the key fundamental global concepts. These concepts lead to a transformed way of understanding business and may open up a new and previously inaccessible method of thinking about real industry issues on a global stage. The strategy for teaching and learning on this course is grounded in supporting students to develop not only independence in their learning approaches but also transferable skills to enhance their future employment opportunities. Face to face teaching provides the main platform for student learning, however this is supplemented by virtual L:\REG\Quality Enhancement Unit\Quality\Programme Specifications\New or revised Programme Specs\BES\Undergrad\Mode C\BESU069 21

22 and online support (via the use of learning technologies such as CU-Online Moodle) to develop skills expected in industry. The course structure also encourages social interaction with peers. The design and delivery of the curriculum is informed by the University s teaching and learning strategy in the following ways: i) Members of the teaching team have moved away from a sole reliance on content driven face to face lecture approach to one that uses a range of different teaching and learning techniques. Influenced by the work of Kolb, the strategy is to use a variety of teaching methods so that the students have an opportunity to participate in a learning activity that suits their style of learning. The range of teaching methods adopted include lectures, seminars, tutorials, workshops, peer to peer teaching and learning, projects and group learning and assessment. Activities are also designed in order to create a more experiential / active learning environment with the aim of encouraging deep learning. ii) iii) iv) The design and delivery of the course has been heavily influenced by applied research undertaken by academic staff who have developed strong links with both local and global industry. Networking takes place with both employers and academic supporting institutions such as the Higher Education Academy. A distinctive feature amongst the academic staff is this interest in pedagogical issues. Research grants have been awarded for a number of projects that have undertaken analysis on the impact of various teaching/learning activities. The department is proactive in applying new and innovative ways of enhancing the student experience both through social and academic support. The course team recognises that in order to enthuse, motivate and help students achieve their full potential it is important that their studies are supported by the very best teachers. The course team ensure that the teaching team have not only a clear focus on excellence in the area of academic delivery but also proven industry experience too. Teaching methods have also been used to try and encourage a more co-operative learning environment. The course has been structured to support the students learning and social development. Co-operative learning is encouraged outside the classroom with the use of the Virtual Learning Environment (VLE), group work and problem based learning. All of these methods aim to develop students into independent, self motivated individuals. Greater interaction with students from other courses comes through the Coventry University Add+vantage scheme, the department s Management Society and departmental social events. v) Expert contributions from outside the department but from within the University are made by staff from the International Experience and Mobility Service, the University s Employability and Careers Department and the Faculty s Employability and Placements Unit. Expert contributions from outside the University are provided by staff from a wide variety of industries which also allows networking opportunities to develop. Personal Development Planning The course will offer the opportunity for students to engage in personal development planning (PDP), mainly through their academic and career skills modules but also within the CU Add+vantage modules which they will take at each level. In addition, the department has introduced a Personal Tutor system at all levels of study. Students will have access to both an Academic Personal Tutor and an Employment Personal Tutor to support them not only in their academic studies but also in terms of identifying potential placement opportunities and career paths. In addition, elements of PDP are embedded into the course in a number of ways: Personal skills audits to help students assess their skill levels and to assist them in making appropriate choices of Add+vantage modules. Action planning and reflection on key skills of communication, teamwork, IT and numeracy throughout the three levels of study. Students will be given plenty of opportunities to develop their creative skills via numerous activities and thereby generate their own portfolio of work to evidence to employers. Written skills in various formats e.g. reports, essays, projects will be required across the suite of L:\REG\Quality Enhancement Unit\Quality\Programme Specifications\New or revised Programme Specs\BES\Undergrad\Mode C\BESU069 22

23 modules providing developmental evidence. Development of presentation skills, teamwork and negotiation in a number of modules via formative and summative courseworks. Formative assessments within all modules provide the opportunity for formative feedback on performance, so enabling a student to reflect upon their learning and performance and to improve. The mandatory skills modules include reflection of learning, performance and achievement. The skills/careers modules will be well supported by resources, advice and information from career professionals, in addition to outside speakers from public, private and the not for profit sectors. Students will be encouraged to take either a short or long work placement and to evidence their experiences therein. The option of a final year business dissertation project will again provide excellent evidence of in depth academic learning, conducted independently and demonstrating initiative. 3 Assessment Strategy Assessments have been designed at a course level to provide opportunities for students to demonstrate achievement of all the intended learning outcomes. The intended learning outcomes have been informed by the relevant subject benchmark statements. In order to ensure transparency all assessment criteria are provided for each and every module via the Student Portal on CU-Online. In order to ensure that each student s assessment workload is consistent for their stage of study, the course team have worked collectively on forms and times of assessment. Assessments will allow students to look at case-studies and related problems from a number of business areas in order to allow students a deeper level of understanding and application. It also reflects real business situations giving the opportunity of application to develop transferable skills. Early formative and summative assessments are also implemented in some mandatory modules on stage one of the course in order to ensure early feedback and guidance for students who are in transition to HE. Formative assessment and feedback is provided widely through a range of different learning environments including interactive lectures, seminars, workshops, tutorials and through CU-Online. In order to discriminate between categories of student performance the department team has developed and implemented the following criteria which is informed by the University s Assessment Strategy: Class Mark range Guidelines Class I % 80 89% 70 79% In addition to that for 70 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects. In addition to that for 70 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected. Class II : I 65 69% Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly L:\REG\Quality Enhancement Unit\Quality\Programme Specifications\New or revised Programme Specs\BES\Undergrad\Mode C\BESU069 23

24 written/presented % A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence. Class II : II 55 59% 50 54% Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented. Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times. Class III 45-49% 40 44% An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not well-expressed/presented. Irrelevant material likely to be present. Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunderstandings. Little use of material and limited reading/research on the topic in evidence. May be poorly structured and poorly expressed/presented. Some material may be irrelevant to the assignment requirements. Marginal fail 35 39% Some relevant material will be present. Understanding will be poor with little evidence of reading/research on the topic. Fundamental errors and misunderstanding likely to be present. Poor structure and poor expression/presentation. Much material may not be relevant to the assignment. Fail 30 34% Inadequate answer with little relevant material and poor understanding of theories, concepts, issues and methodology, as appropriate. Fundamental errors and misunderstandings will be present. Material may be largely irrelevant. Poorly structured and poorly expressed/presented % 0 19% Clear failure to provide answer to the assignment. Little understanding and only a vague knowledge of the area. Serious and fundamental errors and lack of understanding. Virtually no evidence of relevant reading/research. Poorly structured and inadequately expressed/presented. Complete failure, virtually no understanding of requirements of the assignment. Material may be entirely irrelevant. Answer may be extremely short, and in note form only. Answer may be fundamentally wrong, or trivial. Not a serious attempt. In order for this to be transparent it is distributed to both staff and students via CU Online. L:\REG\Quality Enhancement Unit\Quality\Programme Specifications\New or revised Programme Specs\BES\Undergrad\Mode C\BESU069 24