All LJMU programmes are delivered and assessed in English

Transcription

1 PROGRAMME SPECIFICATION Doctorate of Business in Doctorate of Business Administration Awarding institution Teaching institution JACS Code Programme Duration Language of Programme Subject benchmark statement Programme accredited by Description of accreditation Validated target and alternative exit awards Liverpool John Moores University LIVERPOOL JOHN MOORES UNIVERSITY N100 All LJMU programmes are delivered and assessed in English Doctorate of Business in Doctorate of Business Administration Programme Leader Yusra Mouzughi Educational aims of the programme The main aim of this programme is to validate, at the highest academic level, the professional practice competence of people working in business and management related areas. The programme will aim to: Develop knowledge of the information sources, and analytical tools pertinent to effective research and analysis in business and management studies; Learn from and reflect upon past experience and academic achievements as part of a carefully considered set of research activities; Develop an understanding of the nature and conceptual framework of business and management knowledge and innovation; Enhance consultancy, project management, teamwork, research, leadership and organisational skills; Increase understanding of research methodology and techniques and their application in extending and applying knowledge; Develop excellence in analytical, qualitative and quantitative skills in business and management research and problem-identification and problem solving; Develop higher-level transferable and personal skills such as reasoning, report writing, independent learning, communication, critical thinking, personal management and presentation skills; Enhance and demonstrate IT skills in statistical and quantitative/qualitative analysis using research data at a level to empirically investigate business and management issues/questions and reach valid conclusions; Equip participants for significant career progression and intellectual development in business, management and related areas; Make an original contribution to professional practice. Target award Learning Outcomes - Doctorate of Business A student successfully completing the programme of study will have acquired subject knowledge and understanding as well as skills and other attributes. Knowledge and understanding A1. Possess expert knowledge and understanding of a subject area relevant to their work place. A2. Provide evidence for the creation and interpretation of new knowledge at the forefront of an academic discipline or area of professional practice. A3. Display a critical understanding of complex and specialised research knowledge and skills through the development of research proposals that demonstrate a) the potential for the creation of new knowledge at the forefront of their academic discipline or their area of professional practice b) the use of appropriate

2 techniques/methodologies in their research. A4. Display an ability to apply theory to professional practice. demonstrated Lectures, seminars, action learning sets, tutorials and self-directed study. Coursework (Learning Agreement, investigative project reports, seminar presentations), examination (viva voce by external and internal examiners). Skills and other attributes Intellectual Skills B1. Display a critical understanding of complex and specialised research knowledge and techniques in relation to the specific research programme followed. B2. Plan research work, which is original, coherent and significant to their professional area. B3. Critically appraise research methods for their appropriateness to the area of enquiry. demonstrated Action learning sets, seminars, tutorials, self-directed study and supervision sessions. Coursework (Learning Agreement, investigative project reports, seminar presentations), examination (viva voce by external and internal examiners). Professional practical skills C1. Display an ability to apply theory to professional practice. C2. To work independently dealing with complex and unpredictable situations in the work environment. C3. Provide evidence of original contribution to the development and/or implementation of new methods or system of practice. C4. Provide implications for the further development of their specific professional practice in relation to their own work, its context, and the form future development would take. demonstrated Action learning sets, reflection seminars, critical friend feedback, supervision sessions and self-directed study. Coursework (Learning Agreement, investigative project reports, which can be presented in a journal article format, seminar presentations), examination (viva voce by external and internal examiners). Transferable / key skills D1. Apply and develop appropriate techniques/methods in research and scholarship. D2. Communicate, discuss, evaluate and defend ideas and conclusions to the satisfaction of peers and to non-specialist audiences. D3. Present information/reports clearly and concisely at a level judged suitable for publication in refereed academic and professional journals. D4. Collect, record and interpret qualitative and/or quantitative data and demonstrate advance academic enquiry. D5. Recognise, and describe problems in the work place, plan and implement solutions.

3 demonstrated Peer presentation, action learning sets, critical friend feedback, supervision sessions, tutorials and self-directed study. Coursework (Learning Agreement, investigative project reports, which can be presented in a journal article format, seminar presentations), examination (viva voce by external and internal examiners). Programme structure - programme rules and modules Programme rules The programme has 2 levels: Masters and Doctoral, with a total of 540 credits. The Masters level comprises 180 credits, and participants already possessing an appropriate and relevant Masters degree (normally an MBA) may enter the programme at level 8 for which APL will be awarded following confirmation that the modules studied and the learning outcomes are equivalent to but not necessarily identical to those specified in the L7 core/option modules listed within the module table below. The Doctoral phase comprises 360 level 8 credits, all of which must be completed successfully to obtain the award of Professional Doctorate. The level 8 credits will take a minimum of 3 years to complete, although it is likely that most participants will take longer than this. This is explained below: Masters, 180 credits, Level 7, Stage: Depends upon Masters award, Content: Taught and work-based learning providing under-pinning knowledge and skills development for Level 8. Doctoral, 360 credits, Level 8, Stage 1: 60 credits, Content: Planning Module. This stage consists of a 60-credit Research Methodologies and Planning Module for the development of the Learning Agreement, which will detail the project-based learning, the underpinning literature to be undertaken for Stage 2. Reflective practice and action learning will be analysed and participants will be required to keep a reflective diary throughout the programme. Doctoral, 360 credits, Level 8, Stage 2: 300 credits, Content: Investigative Project Module (240. This will be a substantive project that must represent an original contribution to knowledge/practice including testing Reflective Module (60. Reflective piece either in the form of a reflective chapter presented as part of the full thesis or an account of practise or a published peer-reviewed conference paper in a practitioner journal. Any of these outputs must refer to the overall value of the whole endeavour and make suggestions on how the learning achieved can be developed further / applied in the professional context. The Doctoral phase of the programme consists of 2 Stages: Stage 1-The Planning Module. The Planning Module aims to enable participants to demonstrate their skills and critical knowledge associated with their own area of professional practice in relationship to: a. The development of effective plans/proposals for the doctorate level investigative project/s to be undertaken in Stage 2 of the Professional Doctorate including the research strategy. b. The development of appropriate doctoral level Learning Agreement. All outcomes from Stage 1 will be assessed by the module tutor and moderated as defined by AF. In order to progress to Stage 2, all elements must achieve a pass grade, without compensation. The assessment for the Planning Module is a: Report of between 5-8,000 words to include rationale, activities planned for Stage 2, outline plan, research strategy, methodology, draft literature review and reflections upon learning. Learning Agreement(s), which will additionally be subject to the approval of the Professional Doctorate Approval Group Ethical approval (if required). Stage 2 consists of the Investigative Project Module and Reflective Module. Investigative Project (240 Individual project negotiated between the participant, supervisors and the workplace will be set out in the Learning Agreement. Specific learning outcomes will have been identified in the Planning Module, and participants advised and directed accordingly. LJMU based participants will present their work as part of the ongoing Faculty Research Seminar Programme, and to their peers in the workplace. All participants will present their work in the action learning groups and/or development days. will be specified as part of the Learning Agreement, but the participant must demonstrate: A significant and original contribution to a specialised field of inquiry. A substantial contribution to the development and/or implementation of new methods/system of practice.

4 Communication of results of research to peers and engagement in critical dialogue. The investigative project must represent an original contribution to knowledge/practice including testing of theoretical frameworks. The module will be assessed by coursework, the exact details of which will be set out in the Learning Agreement. The written work will be assessed by procedures set out in AF. The programme External Examiner has overall responsibilities for independent assessment of the PD programme and reporting following the standard AF process. The Reflective Module (60. The Reflective Module will be assessed via either a reflections chapter of up to 5000 words, to be included in the thesis; an account of practice or a peer-reviewed published conference paper in a practitioner journal. Any of these outputs must refer to the overall value of the whole endeavour and make suggestions on how the learning achieved can be developed further / applied in the professional context. The Reflective Module will complete the programme by presenting the work as a coherent entity. The investigative project will be critically analysed within a theoretical framework, and the influence on practice will be highlighted, together with signposts for future development. In this stage the participant will again work closely with the supervisor together with the critical friend support. Level 8 Potential Awards on completion Doctorate of Business Core Option Award Requirements 8000BLWDB PLANNING MODULE ( BLWDB INVESTIGATIVE PROJECT ( BLWDB REFLECTIVE MODULE (60 Level 7 Potential Awards on completion 360 core credits at level 8 0 option credits at level 8 Core Option Award Requirements 7013BUSME LEADERSHIP ( BUSME PROJECT MANAGEMENT ( BUSME MANAGING FINANCE ( BUSME MARKETING MANAGEMENT ( BUSME MANAGING PROCESS AND OPERATIONS ( BUSME RESEARCH METHODS FOR MANAGEMENT ( BUSME STRATEGIC MANAGEMENT ( BUSME CHANGE AND KNOWLEDGE MANAGEMENT ( BUSME MBA IN EXECUTIVE LEADERSHIP DISSERTATION ( BUSME MANAGING INFORMATION ( BUSME MBA EL LEADER IMPACT PROJECT ( BUSME MBA IN EXECUTIVE LEADERSHIP THESIS ( core credits at level 7 75 option credits at level 7 Information about assessment regulations All programmes leading to LJMU awards operate within the University's Academic Framework. Opportunities for work-related learning ( location and nature of activities) As decided by each participant in relation to their place of work. Criteria for admission Other The programme is designed to allow participants holding acceptable Masters degrees (e.g. MBA) to enter directly to the doctoral phase of the Professional Doctorate. For the Participants who do not have a Masters level qualification, they will be advised to enrol for one of the Master's courses available in the APS Faculty. The need for level 7 study would be assessed on an individual basis, both at entry and during the planning module.

5 These credits could be studied in parallel with the Planning module, and participants would be counselled appropriately on application. Overseas qualifications An English language capability of at least IELTS 6.5 or equivalent is required. External Quality Benchmarks All programmes leading to LJMU awards have been designed and approved in accordance with the UK Quality Code for Higher Education, including the Framework for Higher Education Qualifications in the UK (FHEQ) and subject benchmark statements where applicable. The University is subject to periodic review of its quality and standards by the Quality Assurance Agency (QAA) Published review reports are available on the QAA website at Programmes which are professionally accredited are reviewed by professional, statutory and regulatory bodies (PSRBs) and such programmes must meet the competencies/standards of those PSRBs. Support for students and their learning The University aims to provide students with access to appropriate and timely information, support and guidance to ensure that they are able to benefit fully from their time at LJMU. All students are assigned a Personal Tutor to provide academic support and when necessary signpost students to the appropriate University support services. Students are able to access a range of professional services including: Advice on practical aspects of study and how to use these opportunities to support and enhance their personal and academic development. This includes support for placements and careers guidance from the World of Work Careers Service. Student Advice and Wellbeing Services provide students with advice, support and information, particularly in the areas of: student funding and financial matters, disability, advice and support to international students, study support, accommodation, health, wellbeing and counselling. Methods for evaluating and improving the quality and standards of teaching and learning Student Feedback and Evaluation The University use the results of student feedback from internal and external student surveys (such as the National Student Survey), module evaluation questionnaires and meetings with student representatives to improve the quality of programmes. Staff development The quality of teaching is assured through staff review and staff development in learning, teaching and assessment. Internal Review All programmes are reviewed annually and periodically, informed by a range of data and feedback, to ensure quality and standards of programmes and to make improvements to programmes. External Examining External examiners are appointed to programmes to assess whether: the University is maintaining the threshold academic standards set for awards in accordance with the FHEQ and applicable subject benchmark statements the assessment process measures student achievement rigorously and fairly against the intended outcomes of the programme(s) and is conducted in line with University policies and regulations the academic standards are comparable with those in other UK higher education institutions of which external examiners have experience the achievement of students are comparable with those in other UK higher education institutions of which the external examiners have experience and to provide informative comment and recommendations on: good practice and innovation relating to learning, teaching and assessment observed by external examiners

6 opportunities to enhance the quality of the learning opportunities provided to students 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 he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, teaching, learning and assessment methods of each module can be found in module and programme guides.