Programme Specification for MSc Information Technology

Transcription

1 Faculty of Engineering and Computing Programme Specification for MSc Information Technology Validated by Coventry University December 2014 December 2014

2 Contents Introduction Available Awards and Modes of Study Educational Aims of the Programme Intended Learning Outcomes for the Programme Programme Structure and Requirements, Levels, Modules, Credits and Awards... Error! Bookmark not defined. 14 Support for Students and their Learning General criteria for admission to the postgraduate taught programmes Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning Regulation of Assessment Indicators of Quality and Standards Additional Information Mandatory and Option Modules Curriculum Map Capabilities (Skills) Map... Error! Bookmark not defined. Capability Outlines (from the Code of Practice for Academic and Skills Development) Part 2: Supporting Information for MSc IT Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements Teaching and Learning Strategy Assessment Strategy Programme/Course Management Entry Requirements and Selection Procedures Compliance with the University s Academic Regulations and current legislation December 2014

3 Introduction We aspire to be a dynamic, global, enterprising university. We will work in partnership with external organisations through our research and engage our students as partners in a community of learning. The above aspiration is from the 2015 Corporate ( plan is central to the design of the MSc in Information Technology. The MSc in IT allows a computing graduate or a graduate of a closely related discipline to further advance their professional computing skills at a postgraduate level by study of a portfolio of bespoke specialist computing topics. As a leading University we are committed to the advancement of computing. Research in the Faculty includes Pervasive Computing, Distributed Computing and Applications; Innovative Applications for Interactive Worlds Serious Games and Virtual Worlds. To better advance the provision of computing programmes, the Department of Computing was formed in 2011 as a home for all Computing-related Undergraduate and Postgraduate programmes. The result of the changes enabled the department to: increase the prevalence of team-teaching, which benefits students by ensuring greater opportunities for the spreading of good practice and better staff/student ratio; update modules, bringing refreshed up to date content and better meeting the programme learning outcomes. The changes took into account the requirements of BCS and QAA. identify specialisation of the programmes and differentiation between them that are clear to the students taking them as well as prospective applicants; External examiners were consulted as required by the University procedures. Industry professionals input has been continually sought when updating the modules to ensure relevance to industry as part of our Industry Advisory Boards. The course is accredited by the British Computer Society (CITP Further Learning and partial fulfilment CEng/CSci) as of May The MSc programme is delivered by a specialist team of academics, and the research in the Faculty is recognised as world-leading (RAE 2008). The course has focussed upon bridging the gap between computer science and non-computing graduates who have worked in the IT sector. The course content of Business, IT Project management and then foundational principles in computing disciplines (databases, E-Commerce, Software engineering) provides a unique blending Business/organisations, Computing and IT. The course was historically aimed at the Middle East market even though now the intake has widened and wider diversity of students are attracted to it. Our current course intake of 32 students is sustainable and we aim to increase these numbers to students, ensuring to maintain the overall quality of the education provided. March 2014 Page 1 of 14

4 1 Available Awards and Modes of Study Title of Award Mode FHEQ Level* MSc Information Technology (fall back awards of PgDip/PgCert available) Full Time - 1 year Part-time 2 years 7 2 Awarding Institution/Body Coventry University 3 Collaboration N/A 4 Teaching Institution Coventry University 5 Internal Approval/Review Dates Date of first approval: 2014 Date for next review: 2019/20 6 Programme Accredited by BCS CITP Further Learning and partial fulfilment CEng/CSci, accredited May Accreditation Date and Duration May QAA Subject Benchmark Statement(s) and other external factors QAA Master s subject benchmark statement for awards in Computing: /SBS-Masters-degree-computing.aspx Benchmarking standards for Taught Masters Degrees in Computing: al.pdf 9 Date of Programme Specification Last revision December Programme Manager Dr Craig Stewart 11 Educational Aims of the Programme To provide relevant and useful programmes, that can meet the needs of individuals, containing both theoretical and practical subjects across a range of focussed areas information and communications technology; To develop skills and knowledge acquired through previous study and experience to enhance students' transferable and professional skills and, thereby, their wider employment prospects; To enable students to enhance their analytical, critical communication and presentation skills in the context of their taught modules; To familiarise students with the central problems of research in applied and theoretical computing and to enable them to operate as effective independent researchers and/or consultants in their chosen specialised areas; To provide relevant and topical subject content for personal professional development that promotes good practice in the workplace, particularly relating to computer-based systems and operations; To provide specialist skills and knowledge to encourage a professional approach to the planning, design and management of complex networked and distributed systems; To enable students to adapt to future changes in network and communications technology, via a March 2014 Page 2 of 14

5 comprehensive understanding of fundamental theories and current practices. 12 Intended Learning Outcomes for the Programme QAA for Higher Education statement on Masters programmes Master's degrees are awarded to students who have demonstrated: a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced scholarship originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline conceptual understanding that enables the student: o to evaluate critically current research and advanced scholarship in the discipline o to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. Typically, holders of the qualification will be able to: deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level continue to advance their knowledge and understanding, and to develop new skills to a high level. And holders will have: the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable situations o the independent learning ability required for continuing professional development. Extract from: The framework for higher education qualifications in England, Wales and Northern Ireland, January 2008 ( These descriptors have been carefully considered when writing the learning outcomes, see Sections 12.1, 12.2, 12.3, 12.4 and the learning outcomes specified in the Module descriptions.. This programme satisfies the requirements of the Quality Assurance Agency for Higher Education as stated above and also complies with the University s Code of Practice for Academic and Professional Skills Development Knowledge and Understanding* On successful completion of the programme a student should be able to demonstrate knowledge and understanding of KU1: How to design and execute a research or consultancy project effectively, exhibiting a critical awareness of current problems. KU2: A range of systematic approaches used in the development and management of IT systems KU3: Different tools and techniques available for effective specification, design, modelling and development of complex information systems KU4: Current and emerging practices for effective use of mobile and web-based technologies in a business organisation. KU5: Critically evaluate (including risk management, social, legal, ethical and professional issues) the March 2014 Page 3 of 14

6 technologies and issues of advanced areas in computing technologies, including research. KU1 KU2 KU3 KU4 KU5 Teaching and Learning Computer laboratory sessions, Web-based learning, seminars discussions and tutorials; guided independent study, personal supervision and support Lectures, computer laboratory sessions, Web-based learning, problems classes, seminars discussions and tutorials Lectures, computer laboratory sessions, Web-based learning, problems classes, seminars discussions and tutorials Lectures, computer laboratory sessions, Web-based learning, case studies, seminars discussions and tutorials Lectures, laboratory sessions, Web-based learning, self-guided learning and tutorials Assessment Portfolio of work, time sheets, presentations, log book, project specification, formal report. Written examinations, in-class tests, practical assessments Written examinations, in-class tests, practical assessments Practical assignments Written examinations, project dissertation and coursework Cognitive (thinking) Skills* On successful completion of the programme a student should be able to CS1: Understand and conceptualise a given complex problem relating to IT and produce an appropriate model at a higher level of abstraction CS2: Conduct a thorough and systematic analysis of a practical IT problem and use appropriate channels to disseminate the findings CS3: Critically evaluate a range of possible options or solutions to address a sizeable practical IT problem and present a soundly reasoned justification for the final recommendation The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. CS1 CS2 CS3 Teaching and Learning Lectures, group discussions either seminar or Web-based, problems classes and tutorials. Lectures, group discussions either seminar or Web-based, problems classes and tutorials. Lectures, group discussions either seminar or Web-based, problems classes and tutorials. Assessment Written examinations, in-class tests, practical and written assessments, presentations and formal report. Written examinations, in-class tests, practical and written assessments, presentations and formal report. Written examinations, in-class tests, practical and written assessments, presentations and formal report Practical Skills* On successful completion of the programme a student should be able to PS1: Select and apply relevant management skills to both individual and team work in order to make effective and efficient use of time and resources when undertaking computing and information technology projects; PS2: Plan and carry out an independent project or dissertation either to solve a real practical problem applying best practice or to conduct research related to your chosen specialist area. PS3: Identify and make effective and systematic use of a range of suitable tools and techniques for design, analysis and development of software-based solutions to complex problems. PS4: Make a significant contribution to the formulation and implementation of an effective IS/IT strategy plan to meet the requirements of an organisation; The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. PS1 Teaching and Learning Lectures, laboratory sessions, Web-based learning, problems classes and tutorials, workshops, research design tutorials, dissertation supervision and guided and self-directed study. Assessment Practical and written assessments, presentations and production of a research plan and report. March 2014 Page 4 of 14

7 PS1 PS3 PS4 Supervised Project or dissertation, Library searches, web-based learning, class discussions Lectures, seminars, problems classes, and tutorials. Lectures, seminars, tutorials, computer laboratories, workshops, individual supervision Formal project report, presentation or viva, demonstration of software product Written papers, exercises and presentations Examinations, practical casestudy-based assessments, workbased practical project March 2014 Page 5 of 14

8 12.4 Transferable Skills On successful completion of the programme you should be able to TS1 find and manipulate information TS2 communicate ideas and results effectively TS3 solve problems TS4 exercise initiative and personal responsibility TS5 make decisions in complex and unpredictable situations TS6 demonstrate the independent learning ability required for continuing professional development TS7 operate effectively in a variety of team roles and take leadership roles where appropriate Transferable/key skills are generally incorporated within modules 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 your skills in these areas. 13 Programme Structure and Requirements, Levels, Modules, Credits and Awards.1 The course structure complies with the course structures as defined in the document entitled "Course Revision to New Course Based Structures and Academic Year. Modules within the programme, the levels at which they are studied, their credit value and pre/co requisites are identified in section 20. The table below identifies the course module structure and details which module will be taught in which semester..2 Code Title Credits Indicative Semester M35COM IS/IT strategy and project management 30 B M39COM E-Commerce and Business Continuity 30 A M23CDE Usability 15 B M32COM Internet Systems Development 15 A M26CDE Advanced DB Systems 15 A M37COM Research Methods in Computing 15 B M08CDE Project dissertation 60 C Note: that September and January intakes may have a different order to their course module structure..3 Awards: MSc in Information Technology: The full curriculum (180 credits). PgDip in Information Technology: 120 credits comprising all of the taught modules described in the programme of study. PgCert in Information Technology: 60 credits comprising any taught modules described in the programme of study..4 The following modules are not condonable: M35COM M39COM IS/IT strategy and project management E-Commerce and Business Continuity March 2014 Page 6 of 14

9 M37COM M08CDE Research Methods Project dissertation March 2014 Page 7 of 14

10 14 Support for Students and their Learning The Course Director is available to advise participants on academic and pastoral issues and may refer participants to many other Faculty or central support services of the University where necessary (such as the EC Futures Faculty career agents). Overseas participants may take advantage of services and guidance offered by the International Office and EU participants are supported by a team of administrative and academic staff based within the faculty. Other University agencies including Careers Office, Centre for Academic Writing and Disabilities Office are able to provide specialist advice as required by the Course Director and participants. Each participant receives a Student Handbook containing information about the Faculty, as well as specific information about the programme and modules. There is a scheduled induction period at the start of each semester at which new participants are briefed on regulatory matters, processes and procedures relevant to their studies. The aim is to familiarise new participants with the structure and operation of their programme and the wider facilities of the University. Essential briefings are provided into aspects such as Health and Safety. Module Leaders and associated Module Teams support participant learning at the module level. The assessment mode varies according to subject content and the nature of the intended learning outcomes. All module assessment is carried out in compliance with the University Assessment Strategy which has been developed to ensure assessment is fair and equitable for participants. Prior to the commencement of the master s project, individual supervisors, with appropriate expertise or research experience, are assigned to help the participants develop their project specifications. The Project Supervisor then normally assumes the role of Personal Tutor. For participants who are undertaking projects in conjunction with external companies, the project supervisor normally facilitates meetings and liaises closely with the company and the participant during the project period. For all types of project, the participant and Supervisor agree regular contact times during the project in order to monitor progress and provide guidance. Additional support is provided to cover project supervision during the summer, to allow for academic staff absences for annual leave. This takes the form of a hotline for support and a postgraduate duty rota of academic staff from each department. The University places a high priority on providing equal opportunities for all participants and has received national recognition for its work in assisting disabled participants. Individual staff have been briefed and trained on their responsibilities in these areas and provide the basic assistance required in the academic work of a study module. A Faculty Learning Support Co-ordinator and a central University-wide Disabilities Office provide more specialised support. Reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to participants with disabilities. The University has an excellent record on widening access and welcomes participants from all backgrounds on to its courses. 15 General criteria for admission to the postgraduate taught programmes An applicant for all programmes within will normally be expected to possess at least one of the following: a minimum of a second class honours degree in any subject a relevant professional qualification of an equivalent level a lower qualification plus appropriate and relevant experience at a professional level satisfactory independent evidence of working for several years in a position that would normally be occupied by an honours graduate, in a relevant area (such as the IT sector), which would lead to gaining benefit from the course. Students whose first language is not English must demonstrate proficiency in the English language equivalent to IELTS 6.5. Alternatively students may be admitted with IELTS 6.0 if they attend a compulsory five week pre-sessional English course, operated by Coventry University, before joining their master s programme. Applications from those not possessing the equivalent of an honours degree will be considered on March 2014 Page 8 of 14

11 individual merit and decisions will be based on careful evaluation of the capacity of the applicant to complete the programme successfully. The programme is subject to the general University admission procedures and access policies. A wide range of academic backgrounds is deemed suitable for entry to the programme. However, careful monitoring of applications to ensure that applicants are suited to the programme takes place. Where necessary and possible, applicants are interviewed, especially those who do not appear to meet standard admissions criteria. If it is deemed appropriate, applicants may be offered an opportunity to undertake a preliminary programme of study prior to enrolling on the programme. Accreditation for prior learning (APL) is in accordance with University regulations. The accreditation for Prior Experiential learning (APEL) will only be awarded for achievements equivalent to masters level. Module exemptions can be given for prerequisites that have been achieved through previous study or experience. Normally alternative modules will be chosen from those available in the core options list. However appropriate alternative modules may be substituted, subject to the approval of the Course Director, who must ensure that the aims and learning outcomes of the named award are achieved by any variations in programmes of study. 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Course is managed by the COM Board of Study in the Faculty of Engineering and Computing. The Programme Assessment Board (PAB) for the MSc in Information Technology 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 Study which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (CQEM). Details of the CQEM process can be found on the Registry s web site. Students are represented on the Student Forum, Boards of Study and Faculty Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. All programmes are subject to a major review involving subject experts external to the University, normally on a three year cycle. At these reviews the views of employers and current and former students are sought where appropriate. 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 programme 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. Awards for Taught Master programmes may be made with Distinction or Merit (i.e. achievement of an average mark of at least 70% or 60% respectively). March 2014 Page 9 of 14

12 18 Indicators of Quality and Standards The following are key indicators of quality and standards: The University s quality procedures were confirmed by a QAA Institutional Audit There is a diverse and active range of research activities influencing programmes in most areas of the Faculty. In all areas of the Faculty there is a strong and regular industry input to the subject-base. This is achieved in many ways, for example there are several long-standing advisory boards, through industryfocused collaborative research initiatives and use of guest speakers from industry. The Department has excellent links with local employers; regular meetings of the Industry Advisory Board, (including local employers), provide input to course management and development At the last BCS Accreditation visit in 2014, accreditation at the CITP Further Learning and partial fulfilment CEng/CSci levels, was granted for all the MSc programmes with computing focus for which output evidence was available. This includes the MSc in Computing. Re-accreditation for Information Technology will be sought once these changes have been approved. When possible students are encouraged to complete their masters study by undertaking an industryinformed project. The report of QAA s Institutional Audit undertaken in November 2008 confirmed that Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards Confidence can be placed in the soundness of the institutions 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: Student Handbook Course Handbook Module Information Directory ( CU Online / Moodle Module Webs Postgraduate Programme Webs EC Faculty Postgraduate Web Student Portal Study Support information is accessible from Student Services (and also from Faculty Registry) Generic Faculty information is available on the EC Faculty Web Please note: This specification provides a concise summary of the main features of the programme 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 on MID 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. March 2014 Page 10 of 14

13 20 Mandatory Modules Code Title/Semester Credits Pre/Co requisite M35COM IS/IT strategy and project management 30 None Y M39COM E-Commerce and Business Continuity 30 None Y M23CDE Usability 15 None N M32COM Internet Systems Development 15 None N M26CDE Advanced DB Systems 15 None N M37COM Research Methods in Computing 15 None Y M08CDE Project dissertation 60 None Y Not Condonable (Y/N) Note: all modules are mandatory. March 2014 Page 11 of 14

14 21 Curriculum Map Knowledge and Understanding Cognitive (Thinking) Skills Intended Learning Outcomes Practical Skills Transferable Skills Module KU1 KU2 KU3 KU4 KU5 CS1 CS2 CS3 PS1 PS2 PS3 PS4 TS1 TS2 TS3 TS4 TS5 TS6 TS7 codes M35COM X X X X X X X X X X X X M39COM X X X X X X X X X M23CDE X X X X X X X X M32COM X X X X X X M26CDE X X X X X X X X X X M37COM X X X X X X X X X X X M08CDE X X X X X X X X X X X X X X X X X X March 2014 Page 12 of 14

15 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. March 2014 Page 13 of 14

16 Part 2: Supporting Information for MSc IT 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The relevant Quality Assurance Agency for Higher Education (QAA).Subject Benchmark Statements for Computing ( describes the academic accreditation guidelines for Masters in Computing subject degree programmes. The QAA benchmark statements describe the threshold level of competencies required to gain a Master s degree in these subjects. All students graduating with a master's degree in computing are expected to be able to have demonstrated: a systematic understanding of the knowledge of the domain of their programme of study, with depth being achieved in particular areas, including both foundations and issues at the forefront of the discipline and/or professional practice in the discipline; this should include an understanding of the role of these in contributing to the effective design, implementation and usability of relevant computer-based systems a comprehensive understanding, and a critical awareness of: the essential principles and practices of the domain of the programme of study as well as current research and/or advanced scholarship; current standards, processes, principles of quality and the most appropriate software technologies to support the specialism; the relevance of these to the discipline and/or professional practice in the discipline; and an ability to apply these consistently produced work which applies to and is informed by research and/or practice at the forefront of the developments in the domain of the programme of study; this should demonstrate critical evaluation of aspects of the domain, including appropriate software support, the ability to recognise opportunities for software or hardware tool use as well as possible tool improvement, an understanding of the importance of usability and effectiveness in computer systems development, and generally the acquisition of well-developed concepts understanding of the professional, legal, social and ethical framework within which they would have to operate as professionals in their area of study; this includes being familiar with and being able to explain significant applications associated with their programme of study and being able to undertake continuing professional development as a self-directed lifelong learner across the elements of the discipline the ability to apply the principles and practices of the particular programme's domain in tackling a significant domain related activity; the solution should demonstrate a sound justification for the approach adopted as well as originality (including exploration and investigation) and a self-critical evaluation of effectiveness but also critical awareness of current problems and new insights, and a sense of vision about the direction of developments in aspects of the domain of the programme. The course s structure, module descriptors and learning outcomes have been developed and designed to satisfy the above criteria as shown in the Curriculum map and the Capability and Skills map in the Programmes Specification document in Part 1. Specifically the individual projects have been chosen to be of sufficient size, complexity and industry-informed to meet the requirements of the Benchmark Statements and Framework Descriptors. For the purpose of the development of this programme, the British Computer Society guidelines for content have been consulted, resulting in the newly awarded CITP Further Learning and partial fulfilment CEng/CSci accreditation (May 2014). 2 Teaching and Learning Strategy The relationship between the University, Faculty and Industry allows for a comprehensive perspective to be taken with regards to teaching and learning strategy. This relationship creates an ability and desire to seek to address the aspects of the core aims for Teaching and Learning by providing a programme that is designed: to produce rounded individuals that use independent research skills along with technical understanding and proficiency to critically evaluate options and design and implement practical solutions with a clear justification; to be vocational in nature, leading to enhanced graduate employment options; March 2014 Page 14 of 14

17 to appreciate their context in the world academic, industrial and their contribution as a global citizen and ethical professional conduct; to develop leadership skills within the workplace. The blend of University experience, through teaching and engagement on campus, with the industry-informed aspects offered through the course, are at the heart of the teaching and learning strategy for this programme. As such, the teaching strategy adopted comprises a balanced approach between class-based delivery, selfdriven and computer laboratory-based work. External speakers from industry are also invited to support students learning and experience by exposing them to the demands and changing nature of the construction industry (these requirements are informed by the Department s Industry Advisory Board). The modules content has been designed to satisfy the FHEQ and Professional body (BSC) requirements, as well in response to feedback and comments received from the external examiners and students (through the Student Forum). The curriculum design and its content is also informed by the University s drive towards adopting an Activity- Led Learning (ALL) approach to teaching and learning. To this end the taught courses all inform M08CDE the individual project, which allows the students to activity implement the knowledge they have gained in the other modules. The students work load is balanced between class-based teaching, computer lab work, where applicable, seminars, tutorials, and self-guided work in competing assignments and preparing for examinations. These key design elements ensure a teaching and learning environment, where frequent formative feedback on progress will allow students to monitor their personal achievement levels and identify areas for development and improvement. The delivery of the curriculum will be informed by University and Faculty/School developments in teaching and learning, including the University s Teaching and Learning Strategy, the role of Teaching Development Fellows, and influences including staff research. 3 Assessment Strategy The University uses a programme-based approach to learning and as such wants to use integrative approach to assessment in combination with mechanisms for high-quality feedback. Following on from this University level strategy, the course s assessment strategy is designed and implemented to ensure that a range of assessment of strategies are used to ensure that students are able to demonstrate achievement of the intended learning outcomes to a standard equal to or above the minimum laid down in national requirements. Section 12 shows the range of assessment methods used across a particular course. These methods include exams, individual coursework assignments, in-class tests, practical assignments, the individual project, presentations, and viva voce. In this way, students are assessed for different learning outcomes using different categories of student performance. Group work is moderated and peer-assessment is now adopted by the Course Director in all students group work. 4 Programme/Course Management The programme will be managed by a senior member of academic staff who has overall responsibility for the programme, its development as well as the overall development of students. The Course Directors is supported by the Module Leaders and associated Module Teams to support participant learning at the course and module level. The assessment mode varies according to subject content and the nature of the intended learning outcomes. All module assessment is carried out in compliance with the University Assessment Strategy which has been developed to ensure assessment is fair and equitable for participants. The Admissions Tutor role includes handling personal inquiries from interested potential applicants, liaising with administrative teams on applications from potential students and working with the head of department or Dean to decide the desired number of students, and then using these discussions, deciding on the offers being made. March 2014 Page 15 of 14

18 Student Forums that consist of student representatives and academic teaching staff from the different courses, convene three times per term to discuss issues raised by students and their reps in relation to the course as a whole or on particular modules. Any actions arising from the Forum are followed up by the Course Director. Students are strongly encouraged to have at least one Student Rep per course. 5 Entry Requirements and Selection Procedures An applicant for all programmes within will normally be expected to possess at least one of the following: a minimum of a second class honours degree in any subject a relevant professional qualification of an equivalent level a lower qualification plus appropriate and relevant experience at a professional level satisfactory independent evidence of working for several years in a position that would normally be occupied by an honours graduate, in a relevant area (such as the IT sector), which would lead to gaining benefit from the course. Students whose first language is not English must demonstrate proficiency in the English language equivalent to IELTS 6.5. Alternatively students may be admitted with IELTS 6.0 if they attend a compulsory five week pre-sessional English course, operated by Coventry University, before joining their master s programme. Applications from those not possessing the equivalent of an honours degree will be considered on individual merit and decisions will be based on careful evaluation of the capacity of the applicant to complete the programme successfully. The programme is subject to the general University admission procedures and access policies. A wide range of academic backgrounds is deemed suitable for entry to the programme. However, careful monitoring of applications to ensure that applicants are suited to the programme takes place. Where necessary and possible, applicants are interviewed, especially those who do not appear to meet standard admissions criteria. If felt appropriate, applicants may be offered an opportunity to undertake a preliminary programme of study prior to enrolling on the programme. Accreditation for prior learning (APL) is in accordance with University regulations. The accreditation for Prior Experiential learning (APEL) will only be awarded for achievements equivalent to masters level. Module exemptions can be given for prerequisites that have been achieved through previous study or experience. Normally alternative modules will be chosen from those available in the core options list. However appropriate alternative modules may be substituted, subject to the approval of the Course Director, who must ensure that the aims and learning outcomes of the named award are achieved by any variations in programmes of study. 6 Compliance with the University s Academic Regulations and current legislation The proposals in this document comply with the University s Academic Regulations and current legislation, including the University s Equal Opportunities rules and guidelines. March 2014 Page 16 of 14