Specification Final Award and Title Exit Award(s) and Title(s) Name of Route / Pathway / Framework Professional Qualifications Accreditation Modes of Study Delivery Sites Length Work Based Learning MBA Leadership and Management in Policing Postgraduate Diploma in Leadership and Management in Policing Postgraduate Certificate in Business Administration MBA Suite Full-time, Part-time, Flexible & Distributed Learning (FDL) Lancaster, Carlisle, Energus, Ambleside Full-Time 1 Year Part-Time 4 Years 1. Educational Aims of the The overall aims of the programme are to: 1. Develop a systematic understanding of knowledge, and a critical awareness of strategic business skills to cope with the demands of a challenging financial environment in relation to the provision of policing services to communities. 2. Acquire comprehensive understanding of techniques applicable to research and advanced scholarship in the disciplines of police leadership and management. 3. Critically apply theoretical knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in senior leadership and management within the police service. 4. Evaluate current research and advanced scholarship in the discipline of police leadership and management. 5. Critically examine methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. 6. Explore and apply qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility and decisionmaking in complex and unpredictable situations. 7. Critically examine Business and Management Research opportunities within All rights including copyright in the content of this programme are owned or controlled by the University of Cumbria. Except as otherwise expressly permitted under copyright law or by the University of Cumbria, the content of the programme may not be copied, duplicated, reproduced, republished, posted, distributed or broadcast in any way without the written permission of the University of Cumbria
today s complex and challenging environments of the policing sector. 2. Features and Requirements This MBA Leadership & Management in Policing programme has embedded the university themes of Sustainability, Creativity, Employability and Enterprise. Students work as individuals and groups, and have the opportunity to apply theoretical concepts to real-life complex business and policing case studies. In their final project, they have a choice of either completing a dissertation or a substantial independent project. The main feature of this MBA Leadership & Management in Policing is that it offers students flexibility of study; students commence the programme studying shared common modules, which covers the main elements of management. Students progress to study policing specific modules. This structure offers students a solid foundation in management, and at the same time, allows for specialisation and sector specificity which will enhance the employability and progression opportunities of students. Hence, this programme is resource efficient. Other key features of the programme include: Options for September or January start An Ambleside experience (optional) National, regional and international contexts Consideration of Public, Private and Third stream organisations Opportunity to specialise after semester 1 Industry-centred applicability of syllabus This MBA allows you to develop their reflective and critical thinking skills by challenging their reasoning and analytical mindset. The problem-based learning process ensures the learning process encompasses the current global economic climate and evolving management reasoning, practices and solutions. Throughout the programme, students are also able to hone their academic and transferable skills such as report writing, portfolio creation, individual and group presentation, teamwork, negotiation skills, time management, research skills, business communication skills, leadership styles, business aptitude, IT skills, equality and diversity awareness. The MBA Team consists of academics who are Fellows of Higher Education Academy and active members/ practitioners of the business community (regional, national and international). Additionally both policing academics along with both recent and serving ACPO staff will lead the delivery of the policing specific modules. 3. Learning Teaching and Assessment In accordance with sound educational research and current best practice, the programmes will be delivered through a broad range of learning and teaching strategies. The delivery of the programmes and their assessment will reflect the spirit of University of Cumbria s Learning, Teaching and Assessment Strategy and in particular emphasises: 2
(i) Learning, Teaching and Assessment approaches, pedagogy and values that underpin LTA design throughout the programme The University s LTA strategy (2009/12) places emphasis on widening participation, employment-based learning and flexibility and distributed learning. The LTA strategy for 2012-2017 targets are arranged under 4 points of focus; access, engagement, assessment & feedback, and flexible independent learning. The programme team recognise that students are individuals with specific teaching and learning needs and attributes. Each module has varied teaching, learning and assessment methods to optimise every student s potential for learning, with a range of teaching strategies, and the focus on theory-practice balance. Every module has a module handbook providing full details of intended learning outcomes, module content and suggested reading list. Students are supported throughout the programme by the programme team, LiSS, and also taking increasing responsibility for their own learning. At this level of study students are encouraged to take responsibility for their own learning with staff facilitating the learning process. The aim is to encourage a high level of student autonomy in learning and the capacity to apply this within the wider environment. These overall aims are achieved through the use of a variety of learning and teaching techniques which include lectures, seminars, workshops, discussions, debates, group tutorials, case studies, problem-based learning and visiting speakers. Self-evaluation is a key learning strategy and directed study tasks are set and completed on an individual or group basis according to their needs of the activity. Assessment is an integral part of the learning process. Assessment tasks are designed to reflect the content and delivery style of each module. The MBA programme involves a wide variety of current business situations, and is underpinned by strong theoretical models and evidence based practices. This is reflected in the variety of assessment methods to accommodate a diversity of learning styles and encourage the development of new skills. Formative tutor assessment, summative tutor assessment, self evaluation and peer assessment all contributes to the development of students skills in critical analysis and reflection. A learner-centred approach will be adopted with the aim of promoting independent learning, as a consequence direct face-to-face teaching contact hours will be supplemented by tutor-guided and independent reading and research which will emphasise the need to work in a critical way with theory and empirical research sources. In addition to access to module tutors, students have access to LiSS, Careers Advisors, and Personal Tutor for additional academic and pastoral support. Further learning, teaching and assessment support include: Negotiated learning agreements Preparation for employment and self-employment IT sessions Presentation (individual and team) Discussion and debate Guest speakers Experiential learning and Ambleside experience 3
Group tasks (ii) Contexts For Learning During the progress of the MBA programme, a variety of teaching methods are utilised to enhance the students overall learning and personal development experience. The programme is delivered by a blend of scheduled group workshops, lectures, tutorials, guided independent study and assessment. Student learning is directed and supported via contact in-class with tutors and peers. The use of BlackBoard acts as the central facility to support independent study. Seminars are also provided for students to apply their knowledge to practical scenarios, and obtain feedback on their grasp of knowledge and understanding. The University has identified four learning contexts for enactment of our curriculum offer: Campus-based learning experience, enhanced through the use of technology Connected sites, Gateway and placement settings providing more support online and distributed places for learning Intensive programme attendance, backed up by online learning Online, at-a-distance learning utilising full range of UoC digital resources and supported communication through learning technology A combination of classes, guided study, self-directed study and assessments is designed across the programme and within each module, and the approach is for a constructive, collegiate and formative manner. This enables each student to achieve the module and programme outcomes with regard to learning, skills and development. All students also receive a broad range of learning support from LiSS. In addition, BlackBoard and Pebblepad VLE will be used for interactive activities, forums and discussion groups. Students are encouraged to make significant use of on-line resources especially journals and e-books. (iii) Learning, Teaching and Assessment Methods In developing the LTA strategy, the MBA programme team members have considered the Learning and Teaching Strategy and QAA Codes of Practice. Additionally, the assessments reflect the University s Regulations for Postgraduate Taught Degrees. Students will be assessed on their achievement of the programme learning outcomes which, in turn, are achieved by meeting the learning outcomes of the modules. The assessment of the programme learning outcomes will therefore be achieved by assessment at the module level. Selection of the methods for assessment will be determined by the requirements of each individual module and the rationale for selection of those methods will be left to the module specifications. Assessments are chosen to examine student s ability to integrate theory and practice, and to think critically in relation to theory, empirical research and practice. Subject specific, professional and transferable (negotiations, communication, time 4
management, presentation, report writing) skills are developed within classroombased and independent learning activities. Most modules assess a variety of skills, either directly or indirectly through the assessment work for the module. The dissertation module enables students to study and research into a specific topic in depth, and also develops further the capacities for self-managed learning and critical thinking. In certain circumstances the programme team may wish to examine dissertations via a viva voce. Learning and Teaching Methods: a. Lectures to provide a structured framework of knowledge b. Tutorials to develop further understanding and to develop discussion and debate c. Seminars to develop in depth knowledge and critical thinking d. Online and class based workshops to develop critical analysis, research and IT skills e. Guided and independent study to develop research skills, study skills and in depth knowledge f. Reflection using PebblePad for development of academic skills, professional skills, research skills and transferable skills. g. Personal Tutor System for additional support. Assessment Methods: Some examples of assessment methods include: case study, reflective reports, academic essay, e-portfolio, production and presentation of reports, poster and oral presentation, written report, online assessment, research proposal, dissertation. a. Problem-Based Learning (PBL) to assess research and application of theoretical knowledge, and in depth understanding of management studies b. Essays to assess research and written communication skills c. Presentations (individual and group) to assess oral communication and teamwork skills. d. Dissertation to assess independent study, self-management and advanced research skills e. Online participation and e-portfolio to assess research and IT skills LTA approaches will be continually evaluated and improved by using module evaluations, peer review, focus groups, enhancement and module development sessions. The will ensure an enhanced student learning experience and continuing professional development of academic team to maintain a contemporary LTA best practice. (iv) Formative Assessment Formative assessment is an important feature within this MBA programme. The nature of the formative work varies across the modules, and will be used to inform the summative assessment. Formative work includes in-class or online activities such as presenting work-in-progress presentations and reports. Peer and self-assessment are also used to provide feedback on formative tasks. Feedback methods for formative assessment include: Online audio or written feedback via VLE 5
Generic feedback to group in class or via email/ VLE Peer feedback through seminars via discussion or presentation feedback Immediate verbal feedback where possible 4. Outcomes This programme provides opportunities for students to develop and demonstrate: (i) Knowledge and Understanding 1. Evaluate markets and customers: the development and operation of markets for resources, goods and services; customer expectations, service and orientation 2. Assess the impact of environmental forces on organisations including ethical, social, economic and technological change issues; international developments; change management 3. Critically evaluate and develop appropriate business policies and strategies within a changing environment to meet police and stakeholder interests. 4. Apply problem solving and decision making skills using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems; the ability to create, identify and evaluate options - demonstrate numeracy and quantitative skills including the use of models of business situations and relating these to the role of senior management within a policing context (ii) Employability Skills 5. Demonstrate effective self-management and the ability to continue learning, display self-awareness, self-reflection and sensitivity to diversity in people and different situations 6. Demonstrate an ability to learn through reflection on practice and experience, and advance their knowledge and understanding to develop new skills through independent learning that will be enhance their continued professional development (iii) Qualities, Skills and Other Attributes 7. Communicate effectively both orally and in writing, using a range of media, including the preparation of police specific business reports. 8. Perform effectively within a team environment; demonstrate interpersonal skills of effective listening, negotiating and persuasion, and exercise Initiative and self-direction in solving problems. 9. Demonstrate the ability to assess analyse and synthesise information from a range of sources and apply them to theoretical and practical problems; act autonomously in planning, designing and applying research methodologies. 5. Level Descriptors 6
At HE Level 7 (Masters level), students will be able to demonstrate that they have the ability: to display a mastery of a complex and specialised area of knowledge and a critical awareness of issues at the forefront of the area of study; employ advanced subject-specific and cognitive skills to enable decision-making in complex and unpredictable situations; generate new ideas and support the achievement of desired outcomes; accept accountability for decision making including the use of supervision; analyse complex concepts and professional situations by means of synthesis of personal and work place reflection and data drawn from scholarship and research in the field. 7
6. Curriculum Map Structure Level Module Code Module Title and Module Aims Credit Points Core/ Compulsory/ Optional/ Qualificatory * Notes (eg pre/co-requisites, core optional etc) 7 UCBS7001 Leadership and Organisational Behaviour The aim of this module is to develop a critical awareness of leadership theories, models and research and their relationship and application to critical organisational behaviour concepts. 7 UCBS7002 Strategic Thinking and Effecting Change The aim of this module is to explore contemporary strategic thinking and planning across a range of organisations and how the consideration of change is vital to the flexiblity of such planning. The range includes public/private continuums, size and geographical locations. 7 UCBS7003 Finance for the Professional Manager This module aims to provide working managers with the knowledge, skills and techniques to enable them to forecast, budget, control and evaluate operational activity through the process of management accounting. In addition it aims to introduce the scope and function of strategic financial management including the assessment of risk and capital projects. 20 Core 20 Core 20 Core Students exiting at this point with 60 credits at Level 7 would receive a PgCert 7 UCBS7012 Diversity and Equality Management This module explores and critically evaluates the structure and processes of inequality within organisations, critical approaches towards diversity and equality management, legislative framework and case studies around diversity and organisational change in the context of diversity management. The aim of this module is to develop a critical appreciation of the role, efficacy and utility of diversity and equality policy in the achievement of organisational and ethical goals, within a broader social, economic, political and legal context. 7 POLI7001 Police Leadership and Management The aim of this module is to engage students in critical debates and discussion; providing students with a knowledge and understanding of 20 Core 20 Core 8
ethical and practical matters that may be faced by police leaders. The module will encourage students to identify and critically evaluate differing styles of leadership allowing students to explore and critically analyse policy making and governance in a police context. 7 POLI7002 Managing Police Organisations This module will explore and allow students to develop critical understanding of management theories and practices in the context of police organisations. Students will develop a critical understanding of tools and methods for delivering, planning and managing organisational change, including project and programme management. 20 Core Students exiting at this point with 120 credits at Level 7 PgDip 7 UCBS7017 Principles of Postgraduate Management Research This module aims to enable students with the necessary research skills to devise and critically engage with an independent research project that pertains to the leadership and/or management of their subject discipline. Students will be able to critically evaluate their personal engagement with research philosophies, methodologies and methods & demonstrate the links between each of these key investigative strands. 7 UCBS7018 Postgraduate Independent Project This module aims to provide the student with the opportunity to engage in the process of research through an extended piece of independent study. The student will be expected to demonstrate a mastery of complex and specialsed knowledge within their field of practice. 20 Core 40 Core Progression / Award requirements Module pass mark: 50% (Postgraduate) (*) Note: Core Modules must be taken and successfully passed. Compulsory Modules must be taken but can be carried as fails (if the award permits). Optional Modules students would be required to take an appropriate number of optional modules Qualificatory Unit of study Non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory bodies professional components that are not credit bearing and are pass/fail. 9
outcome 9 outcome 8 outcome 7 outcome 6 outcome 5 outcome 4 outcome 3 outcome 2 outcome 1 7. Assessment Map This map charts the assessment of the Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities. D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module Module Code Module Name UCBS7001 Leadership & Organisational Behaviour F F S D D S S S S UCBS7002 Strategic Thinking and Effecting Change S S S F D D S S S UCBS7003 Finance For the Professional Manager F F D S F D S S S UCBS7012 Diversity and Equality Management F F S S F D D S S POLI7001 Police Leadership and Management S S D D S F S S S POLI7002 Managing Police Organisations S S S F D F S S S UCBS7017 Principles of Postgraduate Management Research DFS F DFS DFS D DFS F D DFS UCBS7018 Postgraduate Independent Project DFS F DFS DFS DFS DFS DFS DFS DFS 10
8. Indicative Assessment Calendar Module Code Module Title Method(s) of Assessment Weighting Approx assessment deadline (F/T) Approx assessment deadline (P/T) UCBS7001 Leadership & Organisational Behaviour Formative* Written Assignment 100% UCBS7002 Strategic Thinking and Effecting Change Formative* Report 100% UCBS7003 Finance for the Professional Manager Formative* Portfolio 100% UCBS7012 Diversity and Equality Management Formative* Portfolio 100% POLI7001 Police Leadership and Management Formative* Project work 100% POLI7002 Managing Police Organisations Formative* Project work 100% UCBS7017 Principles of Postgraduate Management Research Formative* Portfolio 100% UCBS7018 Postgraduate Independent Project Formative* Project Work 100% *Formative assessment via in-class interactions and/ or VLE interaction 11
9. Support for Students and their Learning As a student of University of Cumbria, you will have access to Library and Student Services (LiSS) facilities; careers and employability, financial help, counselling, health and wellbeing, support for disabled students and those with specific learning requirements and taught sessions to develop a high level of information literacy, digital skills and academic skills. You will have embedded skills interventions from LiSS as part of your induction experience and beyond. Typically the interventions have taken the form of workshops but equivalent online input could be chosen through liaison. Embedded induction input will cover IT network passwords, basic intro to Blackboard and webmail, library services and electronic resources (ebooks, ejournals, image collections etc). Later input will cover more advanced (including level 7) information literacy and critical reading and writing skills. The business subject resources pages provide a good start point for choosing relevant material for your assignments. http://www.cumbria.ac.uk/studentlife/learning/resources/subjects/business/home.aspx LiSS will provide quantitative and qualitative feedback to the faculty on the impact of the skills support offered to participants on an annual basis. You can access individual support from LiSS via email guidance and by face to face advice throughout your student journey. Further LiSS Learning and skills development workshops may be requested by tutors or directly by you. These sessions focus on a range of skills including; using smartboards, planning for dissertations and introducing the requirements of academic research and writing at Masters level. In addition, you will have access to online tutorials and the skills@cumbria support area on Blackboard and on the LiSS website: http://www.cumbria.ac.uk/studentlife/learning/skillscumbria/home.aspx Module leaders will collaborate with LiSS learning advisers to ensure reading lists are current and that ebooks and electronic journal titles have been considered. Reading lists will be made available to LiSS Learning advisers who will transform them into interactive electronic lists using the Talislist tool. The finished lists will be made available on an open access basis (for prospective students) from the LiSS website (and other appropriate platforms). Throughout their study students engaging with the MBA Leadership and Management in Policing will be in full time employment with a Police Service and will hold senior management positions. Given the potential unexpected demand on individual s time these challenging operational roles bring, additional support will be afforded to students in terms of on-line support and tutorials. International Student Welfare The International Development Office provides a pre-arrival guide to new students before they come to the UK. This guide includes information about: visas, travel to campus, finances, accommodation, student life, and international student support and resources. An orientation for international students is run by the International Development Office in both the first and second semesters. These sessions include an introduction to campus and 12
the city, as well as discussions on academic and cultural expectations. During term time, further support is provided with academic skills sessions and social activities. Students are also encouraged to contact the International Development Office with any questions or concerns they have during their time. 10. Criteria for Admission The entry requirements for the MBA are drawn up in accordance with the University s regulations, as indicated below; italics are used to indicate specific requirements for this. A) candidate must satisfy one, or combination, of the following conditions; Hold one of the following prior to commencement of the : i) A UK first degree with Honours at a minimum of 2:2 or above. ii) iii) A non-graduate qualification which the University deems to be of satisfactory standard for the purpose of post-graduate admission. In the absence of an initial Honours UK degree (or equivalent), the candidate should have relevant managerial/supervisory, police officer/staff experience. They should hold a position of management responsibility which will allow them to fully engage with the content of the programme and afford them the opportunity to undertake an appropriate piece of research B) For non-uk degree programmes the University will utilise the NARIC database to determine its equivalence to a UK Honours Degree. C) Applicants presenting non-standard qualifications with substantial business and management experience may be invited for an interview to present their experiential learning. D) Where an applicant s first language is not English the applicant must hold a secure English Language test to the equivalent of an IELTS 6.5 (with no banding at less than 5.5) or undertake to a satisfactory standard the UoC English assessment / presessional English programme prior to commencing the Masters programme. Accreditation of prior learning (APL) Applicants are welcome to apply for accreditation of previous learning. Please also see: http://www.cumbria.ac.uk/courses/applicationsenquiries/applicants/apl.aspx Advanced standing on the course will be considered in line with the University s APL Regulations and Procedures. Where the credit (internal or external) is more than 5 years old, a written Statement of Currency may be requested to show how the learning has been kept up to date. In the case of both internal and external credit, the student must be able to demonstrate that the prior learning to be accredited is equivalent to/at the standard of learning required as part of the intended programme of study in respect of skills, subject knowledge, understanding and professional competences as appropriate. Credit judged equivalent may be 13
general or specific. The decision on the award of credit for purposes of exemption or transfer or admission is an academic judgement. Specific credit requires the matching of specific learning outcomes at the appropriate level from previous certificated learning, or experience, against the learning outcomes of the module for which accreditation is being sought. Where the majority but not all of learning outcomes have been met, a student may be required to undertake relevant bridging work. General credit can be sought against individual modules or levels within a programme where the learning is judged appropriate at the equivalent level. If the candidate holds relevant post graduate study, the maximum number of credits that can be sought will be 120. 11. Methods for Evaluating and Improving the Quality and Standards of Learning and Teaching Mechanisms for review and evaluation of LTA, the curriculum and outcome standards Module Evaluations by Students and staff AER at course and quality group levels Periodic review and revalidation activities Liaison with External Examiners Involvement of student representatives on course / school committees. Involvement of student representatives on Framework Quality committee. Regular Section Team meetings. Peer Review mechanism. Knowledge Transfer Partnerships and other industry related activities. Quality Committee (PQC) Committees with responsibility for monitoring and evaluating quality and standards Mechanisms for gaining (and responding to) student feedback on the quality of teaching and their learning experience Staff development priorities for staff teaching this programme Quality Committee (PQC) Framework Quality Committee Faculty Learning, Teaching and Quality Enhancement Committee (FLTQEC) (University) Learning, Teaching and Quality Enhancement Committee LTQEC Module Evaluation Forms Student Membership of PQC Feedback from students into personal tutor system Informal consultative meetings with students National Student Survey Peer Review Priorities for staff development will be given to those involved in: Completion of current external course(s) such as Professional qualifications, Masters or PhD 14
programmes. Attendances at appropriate internal courses run by AQD and HEA. Typical examples are workshops on assessment, Blackboard training and HEA seminars. Teaching staff are working towards the Professional Standards Framework. 12. Additional Information With the introduction of the National Body for Policing in December 2012, the development of qualifications suitable for senior managers and those holding strategic command positions in Policing will be key in ensuring that the service has the capability and capacity to deal with the modern demands in this key sector of public service. This MBA programme will provide for a thorough understanding of strategic business skills enabling graduates to cope with the demands of a challenging financial environment in relation to the provision of policing services to communities. Managing demands with shrinking budgets and coping with the pace of change within the public sector requires an in depth knowledge of practices and leadership skills to ensure that public confidence in policing and those that lead those services remains at a high level. This programme is aimed at those individuals who wish to realise their potential in securing senior leadership and management positions within the Police Service. The participants will gain extensive knowledge on managing within today s complex and challenging environments and equip them with the necessary understanding required to lead organisational change and innovation in the policing sector. The course also provides a unique opportunity to work alongside members of other organisations and gain an insight into partnership working and what works within organisations across the full spectrum of the public and private sectors. Graduates will be able to demonstrate relevant knowledge and understanding of organisations, external context in which they operate and how they are managed. This encompasses the various processes, procedures and practices for effective leadership and management of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes of decision making within organisations and in relations to the external context. It also includes the critical application of theory to the advancement of management practice. The Ambleside Experience is offered as an optional delivery mode for the following modules only: UCBS7001 Leadership and Organisational Behaviour UCBS7002 Strategic Thinking and Effecting Change This includes a one-week residential at the University of Cumbria s Ambleside campus. There will be additional costs incurred for accommodation and subsistence only. 13. Administrative and Supporting Information Key sources of Master s Degrees in Business and Management, 2007 15
information about this programme and its development can be found in the following: Quality Group: Faculty Teaching Institution Collaborative Partners Description of type of Collaboration JACS code: code (CRS): UCAS code: (where applicable) Date of last engagement with external bodies (eg QAA, Ofsted, etc) Date of Specification validation Validated period of programme: Date of changes to Specification: Business School Arts, Business and Science University of Cumbria N/A Delete if not applicable N120 PM-BUSADM N/A UK QAA April 2011 June 2013 Normally 5 years Reason for change: (eg minor changes) Date: The University of Cumbria is registered under the Data Protection Act 1998 to collect and process your personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information. 16
About Specifications This programme 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 is provided in the Handbook and associated Module Guides. Specifications are written with the student audience in mind and are available to students. In addition, they are used in a number of ways: As a source of information for students and prospective students seeking an understanding of the programme. For the teaching team to ensure there is a common understanding about the aims and learning outcomes for a programme. As a reference point for audit, review and monitoring purposes As a source of information for employers, and professional bodies to provide evidence that required skills or abilities are developed by the programme. For more details about Specifications, refer to the QAA Quality Code, Chapter A3: The Level. 17