Programme Specification Postgraduate

Transcription

1 Programme Specifcation PG Programme Specification Postgraduate Applicable to postgraduate programmes Please click here for guidance on completing this specification template. Part A: Programme Summary Information 1. Title of programme: MSc Project (delivered in partnership with Laureate Online Education) 2. Programme Code: LAPM 3. Entry Award(s): Credit: Level: MA MSc 180 Level 7 PGDip 120 Level 7 PGCert 60 Level 7 PG Award DPS CPS Other (please specify below: 4. Exit Awards: Credit: Level: PGDip 120 Level 7 PGCert 60 Level 7 PG Award 30 Level 7 CPS Exit awards will automatically bear the name of the entry award. If an exit award is to be unnamed (i.e. it will show only the qualification achieved) or if it is to have a different name from the entry qualification you must indicate this below: The PG Award is an unnamed exit award. 1 of 26

2 5. Date of first intake: September Frequency of intake: Continuous: approximately 6 entry points each year 7. Duration and mode of study: Part Time 2-6 years: by distance learning via the Internet 8. Applicable framework: University Framework For Full-Time And Part- Time Postgraduate Programmes Framework exemption required: Please indicate the applicable boxes: No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Ordinance 42 General Ordinance for Modular Masters Degrees, Postgraduate Diplomas and Postgraduate Certificates New/revised Ordinance required: Please indicate the applicable boxes: No (please go to section 10) Yes (please provide a brief summary below) Date new/revised Ordinance approved by Council: 10. Faculty: Faculty of Humanities and Social Sciences 11: Level 2 School/Institute: The University of Liverpool School 12. Level 1 unit: NA 13. Campus: Online 14. Other contributors from UoL: 15: Teaching other than at UoL: All teaching is carried out by recognised teachers of the University of Liverpool. Programme is delivered in partnership with Laureate Online Education within the framework established for online programmes. 16: Director of Studies: Dr S Michaelides Marketing and Operations Roula.Michaelides@liverpool.ac.uk 17: Board of Studies: Board of Studies for Online Programmes in 2 of 26

3 18: Board of Examiners: Board of Examiners for Online Programmes in 19. External Examiner(s): Name Institution Position 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): Dr Robert van der Meer University of Strathclyde Accredited as a Registered Education Provider (REP) by the Project Institute ( Business and 22. Other reference points: AACSB EQUIS 23. Fees: Fees charged by Laureate Online Education, within the terms of the institutional agreement between Laureate and the University Additional costs to the student: NA 25: AQSC approval: Part B: Programme Aims & Objectives 26. Aims of the Programme The aim of the programme is to provide postgraduate-level education in project management principles, theories and practice. The intention is to provide a theoretical and practical exposition of the factors that are necessary for effective project management in today s global and highly competitive markets. In addition, the programme demonstrates how successful project managers perform and deal with complexities and ambiguities associated with the malleable nature of projects. This will be facilitated, specifically, by: Promoting a systematic understanding of knowledge, and a critical awareness of current problems and new insights which are at the forefront of the project management discipline Supporting the development of subject specific and key transferable skills necessary for employment in a project management function Providing opportunities for students to acquire a range of analytical techniques required for the effective tactical and strategic management of the project management function within organisations Enabling students to develop their IT skills and familiarity with a range of relevant financial and statistical software Supporting the enhancement of skills of written communication. No. Aim: 3 of 26

4 1 Enhancing skills of collaborative communication in an international context, and within distributed teams. 2 By applying knowledge of the principles and current issues relevant to project management in business organisations in new and unfamiliar circumstances. 3 By supporting the development of subject specific and key transferable skills necessary for employment in project management positions. 27. Learning Outcomes No. Learning outcomes Master s degree 1 Demonstrate an understanding of the role of project management and the project manager in the life of a project and continue to advance their knowledge and understanding, and to develop new skills to a high level 2 Establish a thorough understanding of the components and processes in the project management discipline as well as the interactions between these elements 3 Dealing with complex issues both systematically and creatively, for example assessing and analysing the models, techniques and tools used to initiate projects; plan projects; execute and control projects; close projects and maintain professional responsibility for any chosen project application area 4 Apply a range of techniques to determine, document and refine project goals, performance requirements, deliverables, constraints and risks as well as project schedule, resource budgeting and quality in the lifecycle of a project. 5 Acting autonomously in implementing project control systems to manage and analyse project performance, project change, communications, procurement, risk, quality and human resources at a professional level. In this context, identify needs for corrective action, obtain approvals, perform appropriate actions and evaluate effectiveness. 6 Evaluate risk and generate value in a project management environment, entailing planning, recognizing and responding to risk events and issues. 7 Develop, lead and manage project teams whilst respecting personal, ethnic and cultural differences. 8 Ensure individual integrity and professionalism by adhering to legal requirements and ethical standards. Obtain final acceptance of deliverables from appropriate stakeholders. 9 Identify the causes of project failure and ways in which these can be prevented and overcome whilst creating an environment in which lessons learned are applied to promote organisational effectiveness. 10 Demonstrate self-direction and originality in tackling and solving problems as well as synthesizing theoretical and practical management perspectives to foster a professional approach to project management. 4 of 26

5 No. Learning Outcomes Learning outcomes Postgraduate Diploma 11 Demonstrate an understanding of the role of project management and the project manager in the life of a project and continue to advance their knowledge and understanding, and to develop new skills to a high level 12 Establish a thorough understanding of the components and processes in the project management discipline as well as the interactions between these elements 13 Dealing with complex issues both systematically and creatively, for example assessing and analysing the models, techniques and tools used to initiate projects; plan projects; execute and control projects; close projects and maintain professional responsibility for any chosen project application area 14 Apply a range of techniques to determine, document and refine project goals, performance requirements, deliverables, constraints and risks as well as project schedule, resource budgeting and quality in the lifecycle of a project. 15 Acting autonomously in implementing project control systems to manage and analyse project performance, project change, communications, procurement, risk, quality and human resources at a professional level. In this context, identify needs for corrective action, obtain approvals, perform appropriate actions and evaluate effectiveness. 16 Evaluate risk and generate value in a project management environment, entailing planning, recognizing and responding to risk events and issues. 17 Develop, lead and manage project teams whilst respecting personal, ethnic and cultural differences. 18 Ensure individual integrity and professionalism by adhering to legal requirements and ethical standards. Obtain final acceptance of deliverables from appropriate stakeholders. 19 Identify the causes of project failure and ways in which these can be prevented and overcome whilst creating an environment in which lessons learned are applied to promote organisational effectiveness. No. Learning Outcomes Learning outcomes Postgraduate Certificate 20 Demonstrate an understanding of the role of project management and the project manager in the life of a project and continue to advance their knowledge and understanding, and to develop new skills to a high level 21 Establish a thorough understanding of the components and processes in the project management discipline as well as the interactions between these elements 22 Dealing with complex issues both systematically and creatively, for example assessing and analysing the models, techniques and tools used to initiate projects; plan projects; execute and control projects; close projects and 5 of 26

6 maintain professional responsibility for any chosen project application area 23 Apply a range of techniques to determine, document and refine project goals, performance requirements, deliverables, constraints and risks as well as project schedule, resource budgeting and quality in the lifecycle of a project. 24 Evaluate risk and generate value in a project management environment, entailing planning, recognizing and responding to risk events and issues. 25 Develop, lead and manage project teams whilst respecting personal, ethnic and cultural differences. 26 Ensure individual integrity and professionalism by adhering to legal requirements and ethical standards. Obtain final acceptance of deliverables from appropriate stakeholders. 27 Identify the causes of project failure and ways in which these can be prevented and overcome whilst creating an environment in which lessons learned are applied to promote organisational effectiveness. No. Learning Outcomes Learning outcomes Postgraduate Award 28 Demonstrate an understanding of the role of project management and the project manager in the life of a project and continue to advance their knowledge and understanding, and to develop new skills to a high level 29 Establish a thorough understanding of the components and processes in the project management discipline as well as the interactions between these elements 30 Dealing with complex issues both systematically and creatively, for example assessing and analysing the models, techniques and tools used to initiate projects; plan projects; execute and control projects; close projects and maintain professional responsibility for any chosen project application area 27a. Mapping of subject-based learning outcomes: Learning outcome No. Module(s) in which this will be delivered 1 Project and in Organizations Mode of assessing achievement of learning outcome PSRB/Subject benchmark statement (if applicable) 6 of 26

7 2 Project and in Organizations Planning for Risk, 3 Project and in 4 Project and in 7 of 26

8 5 Planning for Risk, 6 Planning for Risk, Project and in 10 Project and in Organizations 11 Project and in Organizations, Assignment/ Project. 8 of 26

9 12 Project and in Organizations Planning for Risk, 13 Project and in 14 Project and in 9 of 26

10 15 Planning for Risk, 16 Planning for Risk, Project and in 20 Project and in Organizations, 10 of 26

11 21 Project and in Organizations Planning for Risk, 22 Project and in 23 Project and in 11 of 26

12 24 Planning for Risk, 25 Planning for Risk, Project and in Organizations 29 Project and in Organizations Planning for Risk, 12 of 26

13 30 Project and in 28. Skills and Other Attributes No. Skills and attributes: 1 Communication Skills: Students will have opportunities to develop written communication skills through group discussions and coursework. This will be assessed by written assignments, individual work and the dissertation. 2 Problem Solving and Decision Making: Students will be challenged to think critically about organisational issues and dilemmas. They will do this by gathering and synthesising information, analysing alternative perspectives and options and presenting a considered opinion or programme of action in their course assessment. 3 Numeracy Skills: Students will learn quantitative techniques. These are developed as part of the modules covering finance and research methods. Students will have the opportunity to analyse and use financial and statistical data to support business decisions through their course work and on appropriate assignments. 4 Information and Communication Technology Skills: Students will have opportunities to improve their ICT skills. Students will demonstrate skills in the use of software applications including word processing, visual presentations, 13 of 26

14 data bases, spread sheets and using the internet for information searches in the course of researching and presenting coursework. 5 Group Working Skills: Some work will require students to work in groups and manage the interaction and relationships with other group members. In doing so, they will gain experience in negotiation, persuasion, influencing and managing conflict. 6 Personal Effectiveness: This applies to all modules where students will be encouraged to think critically about theory and practice and to challenge and critique assumptions about the management of people and organisations. In doing so they will be able to recognise and consider issues such as ethical dilemmas, corporate social responsibility, organisational values, leadership approaches and styles. This will be assessed through attaining the appropriate level of critical engagement with theory and practice in programme assignments. 7 Time management. This applies to all modules of the programme and is relevant for planning scheduled work and meeting assessment deadlines. This will be evident in the students independent management of their assignments and coursework and by meeting coursework deadlines. 28a. Mapping of skills and other attributes: Skills and other attributes No. Module(s) in which this will be delivered and assessed 1 a) Project and in b) Planning for Risk, c) d) e) f) Purchasing & Learning skills, research skills, employability skills Teamwork, presenting, essay writing, discussions, reports Mode of assessing achievement of the skill or other attribute 2 a) Project and in b) Planning for Risk, c) Analysis of case studies ; 14 of 26

15 d) e) f) Purchasing g) & 3 a) Project and in b) Planning for Risk, c) d) e) Purchasing 4 a) Project and in b) Planning for Risk, c) d) e) f) Purchasing 5 a) Project and in & & Financial understanding and decision making, case studies Use of Office software to prepare presentations and coursework. Internet searches and use of electronic library Formative groupwork assignments, 15 of 26

16 b) Planning for Risk, c) d) e) f) Purchasing 6 a) Project and in b) Planning for Risk, c) d) e) f) Purchasing g) 7 a) Project and in b) Planning for Risk, c) d) e) & & Personal development plan to include networks Critical thinking about different approaches to project management, reflection through the personal development plan Meeting deadlines set for assessments, managing workload ; ; 16 of 26

17 f) Purchasing g) & 29. Career opportunities: Project s are a key essential to the knowledge transfer between customers and suppliers in order to deliver successful projects. Students on the programme exposed to the most up-to-date, cases, theories and practices in Project community through a series of case studies from pan global perspective in order to analysis and understand project management theory and practice. It is expected that programme graduates will be equipped with the knowledge and skills to reach senior managerial positions and become the project, programme and portfolio managers of the future. There are three main target groups. The first are graduates in management, engineering, IT, computer science, human resource management, who wish to move to the area of Project and to improve employment prospects. The second group are practising project management professionals who wish to update or expand their knowledge of the area and its potential benefit to their organisation. The third group are graduates, managers and professionals working outside of the realms of Project who need or have a desire to appreciate the theoretical and practical implications of contemporary project management practices. Part C: Entrance Requirements 30. Academic Requirements: Route* Qualification Route 1 Master s Degree or Bachelor (Hons) Degree in, Engineering, IT, Science, Computer Science or related disciplines - 2:1 or above Route 2 Master s Degree or Bachelor (Hons) Degree in, Engineering, IT, Science, Computer Science or related disciplines - lower than 2:1 Route 3 Bachelor Degree in any other discipline Route 4 HND / HNC, OND / ONC, Certificate in HE, Diploma in HE, NVQ3/4 or A Levels Route 5 No qualifications equivalent to any of the above * - please refer to corresponding route in Work experience section 31. Work experience: Route* Experience Route 1 Some relevant project experience 1 preferable but not formally required for entry Route 2 A minimum of one years relevant project experience 1 OR Attended a professional education short course in project 17 of 26

18 management Route 3 A minimum of two years relevant project experience 1 OR A minimum of two years relevant project management work experience 2 leading small projects Route 4 Between three and five years relevant project management work experience 2 leading projects AND attended a professional education short course in project management OR Certified as a Project Professional (e.g. Project Professional (PMP ) status) Route 5 More than seven years significant project/ programme management work experience 3 leading projects or programmes OR Certified as a Program Professional (PgMPSM) from the PMI or APM Notes 1 - Relevant project experience: held junior management responsibility (e.g. has managed a small team; entry-level project managers) or has been a specialist member in a project team (e.g. scheduling a project; risk management specialist in a project etc.) Positions consisting of a large proportion of highly administrative duties or performing routine clerical and highly procedural tasks that do not require strategic input cannot be considered to count towards the work experience requirements as they are unlikely to sufficiently prepare an individual or provide evidence to suggest successful participation in a Masters programme. 2 - Relevant project management experience: professional project managers demonstrating knowledge and skill in leading and directing cross-functional project teams and in delivering project results within the constraints of schedule, budget and resources. Project Managers here have attended professional short courses in project management life cycle/ tools and techniques. 3 - Significant project/programme experience: Project / management leaders who manage programs that contain complex activities that span functions, organizations, geographic regions and cultures; build credibility, establish rapport and maintain communication with stakeholders; possess advanced skills in finance, cross-cultural awareness, leadership, influence, communication, negotiation and conflict resolution. Project leaders that have worked in a senior management role within an organisation or as a consultant to ensure the ultimate success of the program; modify programs and make decisions that advance strategic and business objectives; define and initiate projects and assign project managers; and oversee multiple projects. 32. Other requirements: All applicants must be able to demonstrate English proficiency comparable to a minimum of IELTS 6.5, TEEP 6.5, TOEFL 600 or GCSE C. Part D: Programme Structure 33. Programme Structure: 18 of 26

19 The programme structure is set out in the following table. Credit Module title rating Core modules: Project and in 15 Planning for Risk, Leading and Project Teams 15 Purchasing 15 / Consultancy Project 60 Elective Modules (Two modules should be chosen from the following): Total Quality 15 Operations 15 Enterprise Systems 15 Oil and Gas 15 of Energy 15 Project in Construction 15 Integrated Infrastructure Project 15 Successful IS/IT Projects 15 Modelling and Simulating Operations 15 Tools and Techniques for Successful IS/IT Projects 15 For an MSc, 180 credits will be required. For a Postgraduate Diploma, a student is required to achieve a minimum of 120 credits; this 120 credits may include a dissertation project or independent research credits to the value of 60 credits. For a Postgraduate Certificate, 60 credits from four core modules will be required. Specialisations Students can select whether to study for the general Project track or to choose one of the three specialisations: (1) Oil and Gas; (2) Construction and Infrastructure; and (3) Information and Technology Students that select the Oil and Gas specialisation must take the following two modules as their electives: 1. Oil and Gas 2. of Energy Students that select the Construction and Infrastructure specialisation must take the following two modules as their electives: 1. Project in Construction 2. Integrated Infrastructure Project Students that select the IS/IT Specialisation must take the following two modules as their electives: 1. Successful IS/IT Projects 2. Tools and Techniques for Successful IS/IT Projects For students following these specialisations, the dissertation/consultancy project would normally be in the areas of specialisation. 19 of 26

20 Postgraduate Certificate / Diploma Postgraduate Certificate in Project To qualify for the Postgraduate Certificate, students are required to take the following core modules: 1. Project and in Organizations 2. Planning for Risk, Postgraduate Diploma in Project To qualify for the Postgraduate Diploma, students are required to take the 6 core modules and 2 elective modules. Therefore, students must take the following modules: 1. Project and in Organizations 2. Planning for Risk, Leading and Project Teams Elective Module 1 8. Elective Module Industrial placement/work placement/year abroad: NA 35. Liaison between the Level 2 Schools/Institutes involved: NA Part E: Learning, Teaching and Assessment Strategies 36. Learning, Teaching and Assessment Strategies: The Learning, Teaching and Assessment strategy for the programme ensures that the subject-based learning outcomes (section 26, above) are delivered and that students have the opportunity to develop the key skills (section 27, above) during their year of study. The strategy draws upon the requirements and recommendations of professional accrediting bodies such as AACSB (The Association to Advance Collegiate Schools of Business). A number of learning goals have been defined for AACSB accreditation purposes and modules are reviewed annually to ensure that there is evidence of learning in relation to each of these goals. The AACSB goals are embedded in the outcomes and skills sections, above. The AACSB requirement that all learning goals must be assessed is now a formal part of School strategy and any proposed changes to the assessment methods used on a module are scrutinised by the Board of Studies in relation to both the programme s requirements and the AACSB requirements. 20 of 26

21 The School s strategy requires that a diverse range of assessment methods should be used throughout a programme. This ensures that students have a range of assessment opportunities in which to provide evidence of their learning. The benefits of this are twofold. Firstly, there are wider opportunities for students to develop essential learning and employability skills, including teamwork, presentation skills, independent learning and written communication. Secondly, the School recognises the diversity of its student body and that some students may perform better in some types of assessment than others. By offering a range of assessment methods, the School ensures that all students have opportunities to excel as well as opportunities to develop their skills in assessment areas where they feel less confident. 36a. Learning, Teaching and Assessment methods: The mode of delivery of taught modules is by online learning. This mode of study enables students to pursue modules via home study. Module delivery involves the establishment of an online classroom in which a relatively small group of students (usually 15-20) work under the direction of the module instructor, using an internet-based software package. Module delivery proceeds via a series of one-week online seminars, each of which typically includes: An online lecture, and other learning materials, posted electronically to a public folder in the online classroom. Coursework Assignment / Projects, which may include both reading assignments and practical work, results from which are posted to closed folders in the online classroom. Class discussions and group-based project assignments, facilitated and moderated by the class instructor, carried out within open folders. Communication within the online classroom is asynchronous, preserving the requirement that students are able to pursue the module in their own time, within the weekly time frame of each seminar. Two broad principles inform the teaching and learning strategy: constructivism, and collaborative enquiry. Constructivism describes a view of learning in which students construct their own unique understanding of a subject, through a process that includes social interaction so that the learner can explain understandings, receive feedback from teachers and other students, clarify meanings, and reach a group consensus. Collaborative enquiry via Internetmediated communication provides a framework for this mode of learning. The aim is to use the medium to foster the creation of a learning community that will enable dialogue between participants, sharing of information, and collaborative project work. This mode of learning is particularly appropriate when, as in this case, the students themselves will often bring to the class knowledge and expertise that is outside the experience of the module teacher, and which can be shared with the group. A key feature of the approach is the use of moderated discussions of material introduced in the online classroom. Every taught module includes, each week, a discussion of topics specified by the instructor. Participation in these discussions is a requirement for students attending, and forms part of the basis for assessment. This requirement ensures a continuing commitment from the students to the learning process. 21 of 26

22 Assessment is entirely based on work carried out in the online classroom, including contribution to discussions, weekly assignments, and longer individual or group-based projects. The weighting assigned to each component is prescribed separately for each module. The main aim of the assessment strategy is to verify the achievement of learning outcomes within the broad framework of the degree classification, i.e. at Pass (threshold)/merit, and Distinction levels, rather than to produce a fine-grained classification. Projectbased modules, including in particular the concluding major dissertation project, are also carried out online, normally via individual supervision. All communications that take place within the online classroom, including all assignments carried out by students and assessments by instructors, are recorded and are available for scrutiny by staff with appropriate access permissions. This enables two aspects of quality control: Module delivery is monitored by staff of the University of Liverpool School e-learning Unit to ensure that defined syllabuses, procedures, and assessment processes are followed, appropriate standards are maintained, and to check for plagiarism. All assessment is subject to moderation both by the School e-learning Unit and by the external examiner. All students, at the start of the programme, complete a (non-assessed) online induction element to gain familiarity with the learning system and software being used. This serves an additional purpose of verifying the English-Language skills of any students for whom this is not their first language, before the start of the programme proper. The learning and teaching approach of this programme will utilise international cases and global illustrations. A deliberate emphasis will be placed on the international aspect of management and business and we will achieve this by highlighting international cases that illustrate the global environment in which many organisations operate, and which therefore impact upon the functions of management in particular ways. Additionally, the cross-cultural learning experience will be systematically encouraged in all modules and students will be encouraged to apply and input their own international experiences. Over an 8 week period during which a typical class would run, 16 points of assessment usually occur. The following table provides the typical assessment model for all Project modules (apart from the first module which runs over 12 weeks): Key: X = Feedback and Grade 22 of 26

23 (X) = Feedback will be similar to a lecture, in that students will be shown some material (possibly even a video recording of a lecture). Students will then be given an appropriate assessment task to ensure that they understand the topic. Responses could include flowcharts, critical path diagrams etc. Collaboration will be similar to a seminar, in that students will be asked to discuss the application of the theory learned in the key concepts (possibly through use of a case study). This activity could be split into small groups rather than having to involve the entire class for example, students could be asked to critique other groups work. Assignment could be a research critique, a quantitative exercise or a case study and can span a variable number of weeks, include a collaborative component. Project could become more prevalent in the elective modules (in the lead up to the dissertation) and could make use of collaborative parts as well as multi-week activities. Personal Development will include three major themes that build progressively throughout the core modules: (1) Expanding professional and career development; (2) Becoming a knowledgeable practitioner succeeding in academic and professional environments; (3) Building and sustaining a personal learning network becoming a life-long networked learner. 37. Assessment information for students: Code of Practice on Assessment The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include: The University marks scale, marking descriptors and qualification descriptors; The framework for modular, postgraduate programmes; Information about students progress, including guidance for students; The procedure for assessment appeals; Regulations for the conduct of exams; The University s policy on making adjustments to exam arrangements for disabled students. The code of practice relating to external examining (see also below) The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students; The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and The policy on providing students with feedback on assessment. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is 23 of 26

24 specific to your cohort: A summary of key assessment information is also available in the Your University handbook. Marking criteria: Each student's work in a module is assessed to provide an end-of-module grade that should represent work which typically has the characteristics described below: Grade Description A* High Distinction-level work [Exceptional work Instructor is intellectually challenged by the student s contribution]: Factually almost faultless; authoritative coverage of topic; strong evidence of outside reading/research; substantial elements of originality and independent thought. Perceptive; aptly focused; very well written and directed. Exceeds all requirements. A Distinction-level work: Displays in-depth understanding of material; comprehensive coverage of topic; good evidence of outside reading/research; originality of thought or approach. Enlightening; well focused; very well written and directed. Exceeds most requirements. B Merit-level work: Factually sound (few, if any, minor factual errors); thorough understanding of material; evidence of relevant outside reading/research; some originality of thought or approach. Regular use of effective logical thinking, critical analysis and judgment. Suitably focused; well written and directed. Meets all requirements. C Pass-level work [Satisfactory work Worthy effort but undistinguished outcome]: Essentially correct, possibly missing important points, but no serious errors; good understanding of material but tending to be descriptive in approach; limited evidence of outside reading/research. Competently structured and reasonably well focused, but some weaknesses in expression / presentation. Possibly using large amounts of quotations. D Marginal work: Displays only limited understanding of material; incomplete coverage of topic; some significant factual errors and/or irrelevancies. Entirely descriptive in approach. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. F Unsatisfactory work: Evidence of inadequate effort. Many serious errors / misconceptions / omissions / irrelevancies. Poorly directed at targets. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. The majority of taught modules last for 8 weeks (the first module lasts for 12 weeks), and students receive grades for several items of work carried out each week. All these grades, whatever the weight of the individual assessment, will be based on the six-point scale: A*, A, B, C, D and F. The steps are as follows: a. For the purpose of averaging, the letter grades are replaced by numerical values as follows: A*=84, A=74, B=64, C=54, D=44, F=0. b. The series of weekly grades, now represented by the values noted above, are averaged separately for each component of assessment to produce the average component marks. c. The contribution to total mark is obtained by multiplying each component average by the corresponding weight shown in the final 24 of 26

25 column 1. It should be noted that the weights are prescribed separately for each module, and can be found in the module specification. d. The total of the contributions calculated above produces (after appropriate rounding) the final mark for the module. It is this mark that will be used to determine the degree award and for inclusion in the Transcript. 38. Student representation and feedback: Because of the nature of delivery of the programme, a Liverpool-based staffstudent committee is not appropriate, and the world-wide distribution of the student body makes physical participation in programme meetings impracticable. The principal channel for students to communicate with their colleagues and with staff will be, in keeping with the medium for programme delivery, the Internet. Each module delivered establishes a virtual classroom within which the module instructor will communicate with students to deliver module materials, receive coursework assignments, and facilitate class discussions. This mechanism automatically provides a framework for students to share concerns with their colleagues and with staff, either privately or publicly within the class. Other concerns can be raised privately via the student s Programme Manager. Each student is assigned for the duration of his/her studies to a Programme Manager at Laureate Online Education, whose role includes that of acting as a personal tutor. Additionally, there has been established a staff-student forum within the programme delivery software framework, i.e. in the form of folders. Approximately one month before each meeting of the Board of Studies, this forum is opened for a period of one week. During this time, a group of student volunteers engage in a discussion with representatives of Laureate Online Education and the e-learning Unit. The debate is viewable by all students, who can contribute comments and suggestions in a separate folder. At the end of the week, a summary of conclusions reached is drawn up for presentation to the Board of Studies. Outcomes from the Board of Studies or otherwise, are posted in an online announcements folder, which may also be used by staff to make other announcements of a general nature. Feedback on the delivery of individual modules is provided by the issue of a questionnaire to all students; questionnaires are circulated via . A summary of the questionnaire returns is given to the module instructor, who is asked to comment on this and any other issues arising in the delivery of the module, in the form of a report with prescribed headings. This report is further augmented by comments from a member of staff at the e-learning Unit (the module monitor). Each module delivery is reviewed by the Board of Studies, which is provided with the composite module report, and, when appropriate, the questionnaire summary. An overall summary of student feedback is also presented for consideration at each meeting of the Board of Studies. These reports are also made available to the Board of Examiners. Part F: Status of Professional, Statutory or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: 1 These individual contributions need to be available explicitly and will be extremely relevant when students are allowed to resit one component rather than having to resit the whole module. 25 of 26

26 The School s online MSc in Project is recognized as a Registered Education Provider (REP) with the Project Institute (PMI) a globally recognised credential. The intension is to achieve Global accreditation with PMI in For more information visit ULMS is accredited by AACSB ( Part G: Diversity & Equality of Opportunity and Widening Participation 40. Diversity & Equality of Opportunity and Widening Participation: The programme design, structure and content are consistent and compliant with the University's Diversity and Equality of Opportunity Policy. ANNEX 1 Annex Of Modifications Made To The Programme Please complete the table below to record modifications made to the programme. Description of modification (please include details of any student consultation undertaken or confirm that students consent was obtained where this was required) Changes to the learning model and updates to content of the programme. More formative feedback, increased length of intake module, more flexibility in terms of assignments and added the consultancy project. Only new students were affected, unless a current student takes an extended study leave; in this scenario, the student was nformed that if they decided to take an extended study leave, there was a chance that they would have to continue their studies based on a new programme with a new learning model. Minor or major modifications Major Date approved by FAQSC Date approved by AQSC (if applicable) Cohort affected 26 of 26