Taught Master s in Food Science

Hollings Faculty Taught Master s in Food cience PROGRAMME PECIFICATION This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme pecification, and includes 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 provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA ubject Benchmark tatements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education. Page 1 of 66

Versioning of Programme pecification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table. 1 Date of initial Approval or last review: 21 st June, 2013 2 Effective date of Approved/Reviewed Programme pecification: ept 2013 Aug 2019 3 This Version effective from: eptember 2015 4 Version number: 2013/ Version 3 Modifications to Programme pecification Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in ection H (Log of Modifications) at the back of the document. Cross Referencing of Programme pecifications The following elements of provision included in this document is/ are also included in the following programme specifications Award Dissertation with Research Methods (32DRM001) Programme pecification Mc Occupational afety, Health and Environment Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above Programme pecification ECTION A ADMINITRATIVE AND REGULATORY INFORMATION 1 Overarching Programme pecification Title Taught Master s Portfolio Food cience Programmes 2 Brief ummary MMU presently offers three Master s courses that will enable students to develop core skills required for a career in the nutrition, food technology, product development and food compliance sectors. The Mc in Nutrition & Health reflects the current and developing fields of food and nutrition as essential in public health policy and practice. The programme will provide knowledge in this contemporary professional and academic field, giving students the opportunity to work in healthcare settings, food and health industry and consultancy environments. The programme is resourced with current air displacement plethysmography equipment (Bod Pod) and food / nutritional science academic expertise. The Mc in Food Innovation reflects the present demand for graduates in this field of expertise. The programme delivers the latest information on product development; modern technologies such as nanotechnology, health claim/labelling guidelines and sensory evaluation, underpinned by research activity and development within the department. The programme reflects the demands of a wide range of industry and commercial sectors requiring food technology and product development expertise. The programme is populated with a range of practical activities where students develop and evaluate the sensory properties of functional foods, develop new products and have the opportunity to be involved with consultancy/research projects through the Manchester Food Research Centre. The programme is resourced with internationally recognised food science academics and expertise. The Mc in Food afety is designed to provide graduates with core analytical, interpretative and communication skills required within trading law and food safety and standards compliance within the food industry. This programme integrates the latest HACCP (Hazard Analysis and Critical Control Points) and BRC (British Retail Consortium) developments and guidance, and gives students the opportunity to be involved with short consultancy/research projects through the Manchester Food Research Centre. Page 2 of 66

All Master s programmes have enterprise and employability embedded within the units, enhancing students work prospects. tudents will also be asked to undertake a research or consultancy project as part of their Master s dissertation. 3 Awarding institution Manchester Metropolitan University 4 Home Faculty Hollings Faculty 5 Home Department/ chool/ Institute Department of Food and Tourism Management 6 UCA/GTTR code(s) 7 Framework for HE Qualifications position of final award(s) Master s (Level 7) 8 Alignment with University Curriculum Framework Postgraduate 9 Engagement with the University s Uniwide Language Provision 10 Compliance with University Regulations 11 Approved Variations/Exemptions from University Regulations Taught Postgraduate 12 Relationship with Faculty Foundation Year Awards 13 Final award title(s) Mc Nutrition and Health Mc Food Innovation Mc Food afety 14 Combined Honours There is no Combined Honours provision within this programme specification 14a (i) Combined Honours Awards available (ii) ingle Honours Awards available through Combined Honours (iii) Approved ubject Combinations administered by this Programme pecification 14b Approved ubject Combination administered by other Programme Approved Combination Home Programme pecification & Home Dept pecifications 15 Interim exit awards and ubject title(s) Postgraduate Diploma in Nutrition & Health Postgraduate Diploma in Food Innovation Postgraduate Diploma in Food afety Postgraduate Certificate in Nutrition & Health Postgraduate Certificate in Food Innovation Postgraduate Certificate in Food afety Page 3 of 66

Arrangements with Partners 16 Approved Collaborative partner(s) Partner Name Type of Collaborative Partnership 17 Articulation and Progression Partner Name Details of Arrangements Arrangements with Partners Professional, tatutory and Regulatory Bodies 18 PRB(s) associated with final award of any route within the programme specification 19 Date and outcome of last PRB approval/accreditation Approval tatus 20 Date and outcome of most recent MMU review/ approval (i) Latest review/approval 21st June 2013 (ii) Major Modifications to Programme pecification since last review/approval Changes to Unit titles Changes to Unit content New Units added to the programme 21 Next cheduled Review Date: Autumn/pring term 2018/19 22 Programme pecification effective eptember 2015 date: ECTION B - OUTCOME 23 MMU Graduate On successful completion of their course of study MMU graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management; GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives; GO5. manage their professional development reflecting on progress and taking appropriate action; GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary field. 24 Programme Rationale The suite of programmes has been designed to reflect the current demands within the community and public health professions, food industry, food product development, and allied compliance industries. The philosophy of the Food cience programmes is to offer a comprehensive coverage of the subjects and issues pertinent to the consumption of food. Demand for practitioners in Food cience is evident due to a diminishing U skill base and the availability of a range of opportunities within the industry. The Food industry is the largest employer in the U and product innovation and development is tending to be heavily focused on nutritional food products, and consumer nutrition and health, with this being the fastest growing food product sector globally. Nutrition and health, the management of human nutrition and nutritional status and the impact upon disease trends in the population is the fastest growing area in public health. ynergies between the food industry and production sector and the nutrition and health disciplines are therefore increasingly relevant in terms of new product development and existing food product formulation and design from food companies, and the demands of health practitioners and consumers for innovative and functional food products. Page 4 of 66

25 QAA Benchmark tatement(s) Postgraduate Diploma and Master s level 7 QAA standards to be followed, with particular reference to specialised/advanced study Master s, pp12. Reference: QAA (2010) Master s Degree Characteristics. www.qaa.ac.uk 26 Programme pecific (i) Final Award Learning On successful completion of the Mc in Nutrition and Health; Mc in Food Innovation; Mc in Food afety students will be able to: PLO1. Evaluate evidence, methods and technologies within the food, nutrition and health sectors; PLO2. Apply core skills including critical evaluation and effective communication developed during the programme to their future roles within the food, nutrition and health sectors; PLO3. Provide a critical overview of the strengths and weaknesses of the food, nutrition and health sectors; PLO4. Develop, design and implement an independent research or consultancy project that integrates relevant literature and appropriate methodologies within the food, nutrition and health sectors. (ii) Combined Honours Learning (iii) Pass Degree Learning 27 Interim Award Learning On successful completion of a Postgraduate Diploma in Nutrition and Health or Food Innovation or Food afety, students will be able to: PLO1. Evaluate understanding of the latest evidence, methods and technologies within the food, nutrition & health sectors; PLO2. Apply core skills including critical evaluation and effective communication developed during the programme to their future roles within the food/nutrition/health sectors; PLO3. Provide a critical overview of the strengths and weaknesses of the food, nutrition and health sectors; PLO4. Develop, design and implement an independent research or consultancy project that integrates relevant literature and appropriate methodologies within the food, nutrition and health sectors. On successful completion of a Postgraduate Certificate in Nutrition and Health or Food Innovation or Food afety, students will be able to: PLO1. Evaluate literature/media sources and compile evidence-based advice; PLO2. Demonstrate knowledge of the subject including latest recommendations enabling them to work in community, health, food industry and consultancy environments; PLO3. Demonstrate skills that will enhance their future employability prospects, such as time management and working under pressure; PLO4. Demonstrate evaluation and communication skills essential for work in the food science and health sector. Page 5 of 66

ECTION C TRUCTURE 28 tructures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements POTGRADUATE Master of cience in Nutrition and Health, Master of cience in Food Innovation and Master of cience in Food afety. There are no electives or optional units. All units assigned to named awards are core mandatory units. Mc Nutrition and Health Core Units Code - Pre/Corequisites Unit Title 32AMN001 None Advanced Medical Nutrition 20 32NFF001 None Nutraceuticals and Functional Foods 20 32NPH001 None Nutritional Epidemiology and Health Promotion 20 32FNB001 None Food and Nutritional Biochemistry 20 32NH001 None Nutritional tatus and Health Issues 20 32GF001 None Global Food ecurity and ustainability 20 32DRM001 None Dissertation with Research Methods 60 No of credits Mc Food Innovation Core Units Code - Pre/Corequisites Unit Title 32FM002 None Food afety and Hygiene Management 20 32FIM001 None Food Innovation and Product Design 20 32FQM001 None Food Quality and Processing 20 32FNB001 None Food and Nutritional Biochemistry 20 32FMM007 None Food Management 20 32GF001 None Global Food ecurity and ustainability 20 32DRM001 None Dissertation with Research Methods 60 No of credits Mc Food afety Core Units Master of cience in Food afety/with Internship Code - Pre/Corequisites Unit Title 32FM002 None Food afety and Hygiene Management 20 32FME001 None Food Microbiology and Epidemiology 20 32FQM001 None Food Quality and Processing 20 32FLM001 None Food Law and Policy 20 32FMM007 None Food Management 20 32GF001 None Global Food ecurity and ustainability 20 32DRM001 None Dissertation with Research Methods 60 No of credits Page 6 of 66

On successful completion of the following Level 7 credits: 60 credits comprising 3 x 20 credit units: Interim exit award Postgraduate Certificate in Nutrition and Health or Food Innovation or Food afety 120 credits comprising 6 x 20 credit units: Interim exit award Postgraduate Diploma in Nutrition and Health or Food Innovation or Food afety 180 credits comprising 6 x 20 and 1 x 60 credit unit: Final exit award Master of cience in Nutrition and Health or Master of cience in Food Innovation or Master of cience in Food afety ECTION D - TEACHING, LEARNING AND AEMENT 29 Articulation of Graduate Prospects Within the food science and technology sector, and allied health sectors, which includes food and nutrition, there are excellent graduate prospects for employment. The demand for graduates is high, particularly with diverse practical and theoretical skills. Current and possible future career prospects for graduates include: Mc in Nutrition & Health Research assistant posts, nutrition scientist (industry), nutrition consultant, community nutritionist, obesity co-ordinator/weight-loss consultants, sports/performance nutritionist, international health and nutrition officer/advisor, teaching and further study (PhD). Mc in Food Innovation Food production officer, food production manager, food marketing, trend/brand awareness officers, culinary arts/culinologist, project manager roles and roles of increasing interest including intelligent packaging technologist and specifications technologist. Mc in Food afety Trading law specialist, Food afety Officer, Environmental Health Practitioner, quality auditing and training consultant, Food afety technical manager, research and academic posts. 30 Curriculum Design The curriculum as such has been developed to encompass a diverse range of theoretical and practical knowledge, developing the skills needed to work in a range of sectors, and to keep pace with the changing technological and consumer trends in this sector. This includes valuable transferable analytical and communication skills. The curriculum contains a variety of different approaches, from laboratory and field based practical experiences, to lectures, seminars and tutorials to engage students in the delivery of the subject. The variety of subjects across the curriculum has been included to reflect both diversity for employability and the breadth of expertise within the Department. This is a strength and ensures a depth to the curriculum which addresses many current sector requirements. 31 Learning and Teaching Learning and Teaching is delivered through a range of accepted practice; lectures, seminars, small group tutorials, personal tutorials, autonomy in learning, group work and field and laboratory practicals. Academic staff are key in leading and guiding the teaching and learning within the programmes, and actively encourage engagement with students as formative method of assessment. Academic staff have a high profile and availability for students, both in person and using Virtual Learning Environment methods such as Moodle and email. The Programme Team operate an open door policy for student accessibility. 1. Departmental research and commercial activity informs curriculum design and teaching within this subject area. Academic staff integrate the outcomes of conferences, collaborative research projects and papers into teaching and learning, and disseminate their continuing professional development for the benefit of the student body. An example of this includes new upskilling in PCR (Polymerase Chain Reaction) and DNA (deoxyribonucleic acid) testing within the Faculty, research activities into gluten and gluten-based and gluten free products; antioxidants; nanotechnology in Food Innovation; dietary improvements and blood cholesterol changes. The opportunity for students to apply and synthesise their developing knowledge is available through experiential work-based learning within the curriculum design should students elect the internship or short duration work-based projects as and when available. 32 has been compiled to meet the objectives of the MMU trategy for Learning, Teaching and. This includes providing students with a range of transferable skills that will enable them to remain effective lifelong, independent learners that are equipped with the right skills to make a significant Page 7 of 66

contribution to their employment. Methods used to promote student learning include the use of online materials through Moodle, for example, weekly reading and activities. is an integral part of the learning process and both formative and summative forms will be used. The instrument will confirm the learning outcomes have been met and provide an additional challenge to students to demonstrate their range of skills. Different assessment methods will be used across units as students are tasked to reveal their ability to work independently or in groups. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the correct level of challenge and also to enable the course team to confirm that the outcomes have been achieved. The assessment strategy supports the achievement of learning outcomes through directed learning, topic focused study, practical and laboratory based testing and evaluation along with the use of real-life case studies to demonstrate synthesis and application of knowledge in the field of study. The assessment mix is designed to reflect professional variability in the range of situations likely to be encountered. For example, new product development reflecting current consumer nutritional demands, using nanotechnology in such development, and the legal framework pertaining to such products. The assessment encourages the student to utilise a range of techniques from verbal synopsis of planning, innovation and strategic decision making for example in Nutraceuticals and Functional Foods, and Food Innovation and Product Design, to the documented guidance for practice and procedures in Food afety and Hygiene Management. Examples of summative assessments included within the Food cience Portfolio of programmes are: Literature reviews/discussion papers. tudents will be provided with a clear, structured brief and marking scheme and will submit their work with an ID number only (anonymously). Cover sheets will be downloaded from Moodle. Viva voce assessment is used to demonstrate judgement and professional skills of decision making and rationales for decisions in a verbal and organic context. Reports are required in order to develop the students ability to interpret and evaluate results from practical sessions and compile reports in the conventional format. Case studies will allow students to demonstrate integration of learning across subjects and apply developing professional skills to real scenarios. Research Projects will enable students to study one subject-area in depth and develop essential timemanagement, communication, data analysis and analytical skills. Examples of formative assessments included within the Food cience Portfolio of programmes: In-class tests, for example mock tests, marked case studies, statistical tests (P) and laboratory experiments. tudent presentations e.g. using Audio Visual means or poster presentation will develop communication skills and build confidence. Peer and self-assessment will develop critical analysis and evaluation, while group work demands team working skills and a professional attitude. As mentioned in the MMU guidelines on assessments: is a matter of judgement, not simply of computation. Marks, grades and percentages are not absolute values, but symbols used by examiners to communicate their judgement of different aspects of a student's work in order to provide better information on which the final decision of a student's fulfilment of course objectives may be based. Thus, in determining the final recommendation to be made in respect of a student, the Board of Examiners shall take into account such matters, as in its judgement, are relevant. The assessment programme, which enables students to demonstrate that they have fulfilled their objectives, also acts as a constraint. Within this constraint, and the course assessment regulations generally, examiners have wide discretion. They are responsible for interpreting the regulations for the programme if any difficulties arise in the light of good practices in Higher Education; and their academic judgements cannot, in themselves, be questioned or overturned. Candidates who attain 180 M-level credits and achieve a pass (minimum 50%) in each unit, will be awarded a Master s Degree in their chosen award title. The degree of Mc will be awarded as follows: (Modular weighted average according to CATs points) Percentage Classification Award 0%-44% Fail 45%-49% Marginal fail 50%-59% Pass - Mc 60%-69% Merit - Mc with Merit 70% or > Distinction - Mc with Distinction In accordance with the University s regulations the award of Mc is dependent on successful completion of the Dissertation by the deadlines given. APL credit is not permitted for the Dissertation. Page 8 of 66

33 Inclusive Practice Departmental policies ensure that the various mechanisms are in place to enhance the student experience, in an academic, practical and pastoral way and includes the following: Part-time students For students who wish to study the Mc part-time all units are taught on Wednesdays and Thursdays only. tudent may select the units they wish to take and build up their credits over time. All lecture notes are also available online through Moodle. tudents with Disabilities For students with a disability (including dyslexia) the University s Disability ervice offers advice about the support available and help them make the necessary arrangements. tudents are encouraged to discuss their requirements as early as possible, so that the support strategies are in place in good time before the start of their programme. Employability The Faculty operates two Employability weeks in the academic year with a range of activities, field trips and visits by employers to help students with the employability agenda. The programme team will facilitate short duration placement and project work where applicable. Enrolment Information for students about enrolment procedures and arrangement for enrolment are communicated directly to the student through central admissions. Accommodation Links to Manchester Metropolitan University in-house and agency accommodation services are available on the university website. Finance Information for students about obtaining financial advice and support is available on the university website and on campus from tudent Life Office. Manchester Information about Manchester and useful links to Manchester sites is available on the university website and The Union MMU. The following support is also available to all students: Access to the Programme Manager who has a duty to ensure students are given all the relevant information about the support available; An individual copy of the tudent Programme Handbook, which gives each student relevant information about where to get support; Induction programmes ensure that students are given information and advice on using the Library, ITC facilities and details of academic support; tudents are kept up to date with issues relating to their programme of study via the Programme Leader and/or Unit Leaders; tudent group representatives are elected to the Programme Committee and are able to voice general concerns regarding learning and teaching; Unit Leaders are available with specific advice regarding their part of the syllabus; Personal tutors are available at any reasonable time and students meet with their personal tutors on a formal basis, where guidance and appropriate help is offered and confidentiality assured when requested; tudents are introduced to all the University tudent ervices and are encouraged to seek the most appropriate help; The Faculty tudent upport Officer also offers support on personal and academic issues, via individual appointments and by workshops; The Department also has a number of Disability Departmental Representatives to support and give guidance to students with a disability; On-line and VLE material is available during the summer months, refresher sessions are offered offered during induction week and at the start of the autumn term. hort Duration Work-based experiential learning opportunities Using the Personal Development Planning strategy, should students wish to undertake any relevant short term work-based opportunities, the programme manager and subject leader will provide support in the student s endeavours to secure a short duration placement and continue to provide tutorial support whilst the student is off-campus if necessary during the enrolment period. Page 9 of 66

The Programme Team meets regularly to discuss programme activity, development of teaching and learning and any issues highlighted by the student body. In terms of individual learners the Programme Manager and ubject leader will make themselves available for student tutorials, and contact students regularly throughout the year to invite students to attend a personal tutorial to discuss progress and development. 34 Technology Enhanced Learning The University operates Moodle, which allows students to access all course relevant material where possible via remote technology. This includes documents, presentations, video streaming and podcasting. The Library provides information literacy (IL) training via face to face sessions, online tutorials within Moodle, the provision of IL content within the university-wide kills Online Moodle resource and through help sheets and podcast content. The relevant subject librarian provides additional one to one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or email. The University provides comprehensive library, technical and practical facilities as core to programme delivery. 35 Work-related Learning and/or Placement The portfolio of programmes is designed to provide students with the opportunity to undertake workbased experiential learning to apply their on-campus and student centred learning to enhance employment prospects. This is an enhancement for students and is not compulsory. Employability and transferable skills are embedded within all units of the programmes and the PDP. A number of consistently well-received work-based initiatives are core to enhancing experiential learning and employability outcomes. These include real-time projects such as product development for small to medium sized enterprises, field trips to food production settings, consultancy opportunities in community health settings. hort duration work-based experiential learning opportunities are not award bearing but will have an impact on the PDP and provide students with evidence of experiential learning to support application and synthesis of knowledge in seeking employment. 36 Engagement with Employers ector specific employer consultation and involvement is maintained and developed by: Employers, practitioners and industry wide alumnus being invited to deliver guest lectures; Maintaining relationships with lecturers and research staff in the Manchester Food Research Centre and any Centre within MMU deemed relevant to this field of study; Links with employers for student projects; Consultation with employers on programme content; hort duration work-based learning opportunities with employers such as local authorities, National Health ervice and private sector consultancies, food manufacturers, small to medium sized food enterprises, charities and community settings; Links with employers through placement / internship opportunities; Links with employers through Continuing Professional Development and professional networking events and conferences Maintaining links with current employers of placement students at undergraduate level. 37 Personal Development Planning Master s students upon graduation will be equipped to take responsibility for continuing to develop their own knowledge and skills. Within health, food industry and community practice settings there is a professional expectation or requirement where a statutory or professional body is involved, to maintain Continuing Professional Development (CPD). The QAA define Personal Development Planning (PDP) as a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. All students will be allocated personal tutors who will design PDP s with students to enhance their learning and development. The PDP within the University will align with the professional development and ethics requirements of the professional sector in food technology and manufacturing, health, nutrition and food safety to continually evaluate their personal competence. Reference to CPD is the professional active process, which identifies and reflects on skills or knowledge gaps and how these gaps are filled. The key skills required by the sectors upon successful completion of the programme will enable graduates to: Page 10 of 66

Recognise that food science sector is a discipline where it is necessary to keep up to date through personal and professional development activities; Appreciate the value and benefits of active professional development as part of lifelong learning and develop a reflective learning approach. The programme manager and deputy programme manager is the primary focus point for the student body. There is an induction event at the beginning of the year to discuss teaching and learning plans for the coming academic year, and to highlight professional opportunities. The programme manager, deputy programme manager and subject leaders act as academic support and professional mentors and guides for students. tudents are allocated a tutor with the opportunity for regular one-to-one meetings to discuss personal skills development. tudent support issues pertaining to learner development, are also addressed by the tudent upport Officer within the Faculty. Liaison between student, programme management and student support provides a comprehensive approach to salient learner development matters. This service also provides help with written English, CV development and application form guidance, along with the placement officer within the Department. tudents are encouraged by the programme leader to engage with these services. In terms of employability and professionalism, the PDP is embedded into the unit specifications and is evidenced in the Employability and Enterprise appendix where assessment outcomes are benchmarked to key employability markers. This is with particular emphasis on judgement making, evidence-based decision-making, effective autonomy, communication skills and demonstrating synthesis and application of knowledge. These skills are evidenced in all the programme units. A transcript of personal skills is provided to all students upon completion of their programme of study. Master s students upon graduation will be able take responsibility for continuing to develop their own knowledge and skills, and appreciate the value and benefits of active professional development and a reflective learning approach. ECTION E - PROGRAMME MANAGEMENT 38 Programme pecific Admission Requirements As taken from the QAA (2010) requirements for entry into a specialised/advanced study Mc programme (including the circumstances in which accreditation or prior knowledge, understanding and skills may be used), will be defined by the institution. Consequently, these have been set to fall in line with QAA recommendations and are as follows: Entrants who have a relevant first undergraduate degree of 2:2 or above, or equivalent qualification acquired through previous study that is relevant to the specialism. In such cases, previous relevant work experience is not required. Entrants who have acquired experience through work or other means will be assessed rigorously and decisions will be open to scrutiny and will conform to the University Policy for the Accreditation of Prior Learning. Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus http://www.mmu.ac.uk/study/ 39 Programme pecific Management Arrangements General There is a structured course management arrangement with an identified programme leader, supported by degree level academic staff with an appropriate level and breadth of knowledge and experience of food science, nutritional and health sciences. tandard Programme Management arrangements are outlined in Management of Programme Delivery. Peer Review of Teaching is undertaken of both internal and external teaching staff to assess the quality of teaching within the Faculty. Arrangements for the professional development of academic staff exist within the University under a formalised process known as the PDR Professional Development Review which is undertaken annually. Page 11 of 66

40 taff Responsibilities General tandard staff responsibilities are outlined in Management of Programme Delivery. Within the Hollings Faculty / Department of Food and Tourism Management the roles and responsibilities as designated by the Head of Department for Food and Tourism Management are as follows: The Director of Postgraduate Taught Programmes is a Departmental wide role and shall be responsible for: All matters pertinent to the proper strategic operation of the FTM Master s portfolio, including developing plans for new programme introductions, programme development, programme approval, internal and external validations, etc. The development and operation of appropriate and effective promotional strategy to ensure that all programmes realise their market potential; The development and operation of a strategic recruitment strategy for all Master s programmes, including within the international market; trategic approval of new programme developments and the maintenance of associated programme specification documentation; Coordination of strategic aspects of those collaborative partnerships with Master s provision; Ensuring the programmes conform to the appropriate University guidelines in terms of quality assurance; Chairing the Programme Committee, and arranging for such meetings of the Committee and its subcommittees as considered appropriate. The Programme Manager shall be responsible for: All matters pertinent to the proper day to day operation of the programme; Managing the organisation and implementation of the Admissions programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee; Duties within the agreed policies of the Programme Committee, Faculty and Academic Boards, for the efficient operation of the programme as approved by the University; Advising the Programme Committee on its proper responsibility for the continuing development of the programme; Liaising on behalf of the Programme Committee with the Head of Department and other officers as appropriate; Taking any reasonable action on behalf of the Programme Committee with respect to the proper functioning of the programmes; Be familiar with and understand the coding used in Boards to record a student's status; tudents at risk of failure are counselled; Planning field trips for all programmes in line with FTM strategy. The Deputy Programme Manager shall be responsible for: Admissions; Co-ordinating applications, interviews and portfolio assessments and make admission decisions based on this; Enhancing the student experience. The ubject Leader shall be responsible for: The subject development of their programmes; Marketing activities agreed by the programme team; Outreach activities; Liaising with relevant statutory and professional bodies where necessary. Page 12 of 66

41 Programme pecific Academic tudent upport Generic academic student support is provided to all students in line with the guidance outlined in the University s tudent Handbook. The University tudent Handbook is available from: http://www.mmu.ac.uk/studenthandbook/ Programme pecific upport hort Duration Work-based experiential learning opportunities Using the PDP strategy, should students wish to undertake any available short term work-based opportunities, the programme leader and subject leader will provide support in their endeavours to secure a short duration placement and continue to provide tutorial support whilst the student is off campus if necessary during the enrolment period. 42 Programme pecific tudent Evaluation Programme pecific Evaluation tudent evaluation and feedback is critical to the programme outcomes and is essential to programme, unit and staff development where applicable. tudent comments are used to enhance both the management of the programme and the development and consistency of teaching and learning strategies. tudent observations are considered through the tutorial systems and the student voice is heard at both taff tudent Liaison meetings and the Programme Committee. tudent representatives are encouraged to attend such meetings and receive training and support from dedicated tudent Experience Tutors in Hollings. Each programme with the Food cience Portfolio has a student representative to co-ordinate student opinion. There is no overarching Food cience Portfolio representative. The MMU Internal tudent urvey and the Postgraduate Taught Experience urvey (PTE) is accessible to all students and is designed to elicit students views and opinions about their experience at MMU. In order to maintain closer links with students at other times, a Postgraduate Café initiative has been introduced each term within the Food and Tourism Management department, facilitated by the programme team, and aims to provide students with further opportunities to discuss any issues of concern and to assess the on-going student experience. tudents will also be able to initiate additional meetings on request, thus issues can be speedily brought to the attention of the programme team and can be addressed promptly. The MMU Internal tudent urvey, information from the PTE, International tudent Barometer, and the data collected from the staff / student liaison and committee meetings provide essential information for the Continuous Improvement Plan. The Programme complies with current institutional evaluation policies. University information on tudent Evaluation is available from: http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf Page 13 of 66

PARM1.1 ECTION F MAPPING MAP I RELATIONHIP TO UBJECT BENCHMAR TATEMENT() BENCHMAR Mc Food afety nowledge and Understanding Mapping () Food afety & Hygiene Management Food Microbiology & Epidemiology Food Quality & Processing LEVEL 7 Food Law & Policy Food Management Global Food ecurity & ustainability Dissertation & Research Methods kills () An in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical awareness of current issues and developments in the subject The ability to complete a research project in the subject, which may include a critical review of existing literature in the subject or other scholarly outputs Use initiative and take responsibility olve problems in creative and innovative ways Page 14 of 66 Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving complex problems. The ability to create assess and evaluate a range of options together with the capacity to apply ideas and knowledge to a range of situations. Effective communication, oral and in writing, using a range of media which are used in the food science, nutrition, health and food technology sectors Numeracy and quantitative skills including data analysis, interpretation and extrapolation

BENCHMAR Mc Food afety nowledge and Understanding Mapping () Food afety & Hygiene Management Food Microbiology & Epidemiology Food Quality & Processing LEVEL 7 Food Law & Policy Food Management Global Food ecurity & ustainability Dissertation & Research Methods kills () PARM1.1 Make decisions in challenging situations Continue to learn independently and develop professionally Communicate effectively with colleagues and a wider audience in a variety of media The ability to think critically and creatively and develop proposals/strategies to take ideas forward Effective self- management in terms of time, planning, behaviour, motivation, self-starting, individual initiative and enterprise Effective performance within a team environment, including leadership, team building, influencing and project management. BENCHMAR Mc Nutrition and Health nowledge and Understanding Mapping () Advanced Medical Nutrition Nutraceuticals & Functional Foods LEVEL 7 Nutritional Epidemiology & Health Promotion Nutritional tatus & Health Issues Food & Nutritional Biochemistry Global Food ecurity & ustainability Dissertation & Research Methods kills () An in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical awareness of current issues and developments in the subject Page 15 of 66 Cognitive 1 skills of critical thinking, analysis. and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately

BENCHMAR Mc Nutrition and Health nowledge and Understanding Mapping () Advanced Medical Nutrition Nutraceuticals & Functional Foods LEVEL 7 Nutritional Epidemiology & Health Promotion Nutritional tatus & Health Issues Food & Nutritional Biochemistry Global Food ecurity & ustainability Dissertation & Research Methods kills () PARM1.1 The ability to complete a research project in the subject, which may include a critical review of existing literature in the subject or other scholarly outputs Use initiative and take responsibility olve problems in creative and innovative ways Make decisions in challenging situations Continue to learn independently and develop professionally Communicate effectively with colleagues and a wider audience in a variety of media Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving complex problems. The ability to create assess and evaluate a range of options together with the capacity to apply ideas and knowledge to a range of situations. Effective 3 communication, oral and in writing,. using a range of media which are used in the food science, nutrition, health and food technology sectors Numeracy 4 and quantitative skills including. data analysis, interpretation and extrapolation The ability 5 to think critically and creatively. and develop proposals/strategies to take ideas forward Effective 6 self- management in terms of time,. planning, behaviour, motivation, self-starting, individual initiative and enterprise Effective 7 performance within a team environment,. including leadership, team building, influencing and project management. Page 16 of 66

BENCHMAR Mc Food Innovation nowledge and Understanding Mapping () Food Quality & Processing Food Innovation & Product Design Food & Nutritional Biochemistry LEVEL 7 Food afety & Hygiene Management Food Management Global Food ecurity & ustainability Dissertation and Research Management kills () PARM1.1 An in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical awareness of current issues and developments in the subject The ability to complete a research project in the subject, which may include a critical review of existing literature in the subject or other scholarly outputs Use initiative and take responsibility olve problems in creative and innovative ways Make decisions in challenging situations Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving complex problems. The ability to create assess and evaluate a range of options together with the capacity to apply ideas and knowledge to a range of situations. Effective communication, oral and in writing, using a range of media which are used in the food science, nutrition, health and food technology sectors Numeracy and quantitative skills including data analysis, interpretation and extrapolation The ability to think critically and creatively and develop proposals/strategies to take ideas forward Page 17 of 66

BENCHMAR Mc Food Innovation nowledge and Understanding Mapping () Food Quality & Processing Food Innovation & Product Design Food & Nutritional Biochemistry LEVEL 7 Food afety & Hygiene Management Food Management Global Food ecurity & ustainability Dissertation and Research Management kills () PARM1.1 Continue to learn independently and develop professionally Communicate effectively with colleagues and a wider audience in a variety of media Effective self- management in terms of time, planning, behaviour, motivation, self-starting, individual initiative and enterprise Effective performance within a team environment, including leadership, team building, influencing and project management. Page 18 of 66

PARM Mapping Exercise PARM1.1 MAP II Advanced Medical Nutrition Food and Nutritional Biochemistry Food Innovation and Product Design Food Law and Policy Food Management Food Microbiology and Epidemiology Food Quality and Processing Food afety and Hygiene Management Global Food ecurity and ustainability Nutraceuticals and Functional Foods Nutritional Epidemiology and Health Promotion Nutritional tatus and Health Issues Dissertation with Research Methods Report Examination Presentation Practical Coursework Group Presentation Proposal Dissertation Project Essay Page 19 of 66

PARM1.1 Employability in Unit pecifications Employability & ustainability Level 7 Unit Title Advanced Medical Nutrition Food and Nutritional Biochemistry Food Innovation and Product Design Food Law and Policy Food Management Food Microbiology and Epidemiology Food Quality and Processing Apply skills of critical analysis to real world situations within a defined range of contexts Demonstrate a high degree of professionalism Express ideas effectively & communicate information appropriately & accurately using range of media including ICT Develop working relationship teamwork & leadership skills recognising & respecting different perspectives Manage their professional development reflecting on progress & taking appropriate action Find, evaluate, synthesise & use information from a variety of sources Articulate an awareness of the social & community contexts within their disciplinary field Use systems & scenario thinking Engage with stakeholder/disciplinary perspectives Page 20 of 66

PARM1.1 Unit Title Food afety and Hygiene Management Global Food ecurity and Apply skills of critical analysis to real world situations within a defined range of contexts Demonstrate a high degree of professionalism Employability & ustainability Level 7 Express ideas effectively and communicate information appropriates & accurately using a range of media including ICT Develop working relationship using teamwork & leadership skills, recognising & respecting different perspectives Manage their professional development reflecting on progress & taking appropriate action Find, evaluate, synthesise & use information from a variety of sources Articulate an awareness of the social & community context within their disciplinary field Use systems & scenario thinking Engage within stakeholder/ interdisciplinary perspectives ustainability Nutraceuticals and Functional Foods Nutritional Epidemiology and Health Promotion Nutritional tatus and Health Issues Dissertation with Research Methods Page 21 of 66

ECTION G POINT OF REFERENCE Internal Corporate trategy http://www.mmu.ac.uk/about/corporate-strategy/ Institutional Code of Practice for the of tudents http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf Programme Approval, Review and Modification Procedures outlined on the Centre for Academic tandards & Quality Enhancement website http://www.mmu.ac.uk/academic/casqe/event/ MMU Curriculum Framework for Taught Postgraduate Programmes of tudy http://www.mmu.ac.uk/academic/casqe/regulations/docs/pg_curriculum_framework.pdf Regulations for Taught Postgraduate Programmes of tudy http://www.mmu.ac.uk/academic/casqe/regulations/assessment-taught-pg.php Previous Programme Review Report (21 st June 2013) MMU trategy for Learning Teaching and http://www.celt.mmu.ac.uk/ltastrategy/ Policies and Procedures for the Management of, Grading, Criteria and Marking http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf MMU Equality and Diversity Policy http://www2.mmu.ac.uk/humanresources/a-z/policies/equalityand-diversity-policy/ taff research Departmental Professional/Industrial Advisory Committees taff/tudent Liaison Committees External QAA ubject Benchmark statement Master s Degree Characteristics http://www.qaa.ac.uk/en/publications/documents/masters-degree-characteristics.pdf QAA Frameworks for Higher Education Qualifications in England Wales and Northern Ireland http://www.qaa.ac.uk/publications/information-and-guidance/publication?pubid=2718 The U Quality Code for Higher Education http://www.qaa.ac.uk/assuring-standards-and-quality/thequality-code External examiner reports Page 22 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Advanced Medical Nutrition Unit Code 32AMN001 Unit Abbreviation AMN Level of tudy 7 Credit Value 20 ECT Value 10 Home Department Department of Food & Tourism Management Home Faculty Hollings Unit Co-ordinator Helen Collett ey Words Clinical,Medical,Therapeutic Nutrition Unit Description Brief ummary This unit aims to develop a thorough knowledge and understanding of the evidence linking clinical nutrition, health and disease. Indicative Content Macro/micronutrients Dietary reference values Malnutrition Impact of nutrition/lifestyle of healthy ageing/disease prevention Role of nutrition in high risk and vulnerable groups Role of diet and other lifestyle factors in the aetiology of specific health disorders Role of scientific advisory committees and regulatory agencies Emerging concerns in nutrition, health and lifestyle Learning Unit Learning ummative Employability and ustainability On successful completion of this unit students will be able to: 1. Critically evaluate the scientific principles behind nutrition and lifestyle recommendations for healthy individuals 2. Interpret and critically discuss the advancing role of nutrition in the area of clinical medicine 3. Evaluate and appraise the impact of nutrition on the treatment of specific clinical conditions 4. ynthesise the scientific literature in order to propose recommendations for the nutritional management of chronic disorders and diseases. Element Type Weighting Learning outcomes assessed CW1 News Report 25% 4 CW2 Examination 75% 1,2,3 Element of Apply skills of critical analysis to real world situations CW1 within a defined range of contexts. Demonstrate a high degree of professionalism. CW2 Page 23 of 66

Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Express ideas effectively and communicate information CW1 appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on progress and taking appropriate action. Find, evaluate, synthesise and use information from a CW2 variety of sources. Articulate an awareness of the social and community contexts within their disciplinary field. Use systems and scenario thinking. CW2 Engage with stakeholder/interdisciplinary perspectives. Examination: 3 hr (75%) One 3hr examination whereby students will answer three out of five questions. Questions will examine the student s ability to analyse common clinical conditions and recommend the appropriate nutritional therapy to alleviate patient symptoms and minimise the risk of long term complications Assignment: (25%) A 1000 word news report on the deleterious effects of grapefruit juice on prescription drugs taken by patients. This news article should be a summary of the main concerns that the general public should be aware of in relation to prescription medicines and their interaction with grapefruit juice Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Essential Reading/ Type of Activity % ummative 25 Directed tudy 25 tudent-centred Learning 50 ee relevant panel on moodle o Human nutrition - Catherine Geissler, Hilary J. Powers 2011 (electronic resource) o Clinical nutrition - Michael J. Gibney, Nutrition ociety 20050632056266 o Manual of dietetic practice 20149780470656228 Further Reading/ o o A dictionary of food and nutrition - David A. Bender cientific nutrition simplified - Goodwin Brown Page 24 of 66

o o o o o Healthy ageing: the role of nutrition and lifestyle : the report of a British Nutrition Foundation task force - John C. Mathers, ara tanner, Rachel Thompson, Judith Buttriss Medical nutrition therapy: a case study approach - Marcia Nahikian- Nelms, ara Long Roth 2014 (electronic resource) Understanding normal and clinical nutrition - haron Rady Rolfes, athryn Pinna, Eleanor Noss Whitney 2015 (electronic resource) Digestion and nutrition - Robert J. ullivan c2009 (electronic resource) Oxford handbook of nutrition and dietetics - Joan Webster-Gandy, Angela Madden, Michelle Holdsworth 20060198567251,9780198567257 Journals: not an exhaustive list American Journal of Clinical Nutrition British Journal of Nutrition International Journal of Epidemiology Journal of Human Nutrition and Dietetics Lancet Maternal and Child Nutrition Nutrition & Food cience Nutrition Bulletin Nutrition Research Reviews ee links below: American journal of clinical nutrition British Journal of Nutrition International Journal of Epidemiology Journal of Human Nutrition and Dietetics The Lancet Maternal & Child Nutrition Nutrition & Food cience Nutrition Bulletin Nutrition Research Reviews Proceedings of the Nutrition ociety Public Health Nutrition pecialist ICT Additional Requirements Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner B400 134 25 th eptember 2015 Dr Ann Fearon Page 25 of 66

Unit Board PG Board Page 26 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Dissertation and Research Methods Unit Code 32DRM001 Unit Abbreviation DRM Level of tudy Level 7 Credit Value 60 ECT Value 30 Home Department Department of Food and Tourism Management Home Faculty Hollings Faculty Unit Co-ordinator Dr Dinah-Ann Rogers Dr Haruna Musa ey Words Analytical, reflective, feasible, original, methodology, communications, research, academic writing Unit Description Brief ummary Indicative Content Learning Unit Learning ummative Employability and ustainability This self-directed unit encompasses the learning and reflective analysis required to undertake a significant research project (qualitative / quantitative) related to a discipline area. Conducting a literature review Retrieval of data Designing of a qualitative and / or quantitative primary research programme Construction of a research proposal Primary data collection Analysis of data retrieved Critical evaluation and interpretation of data and data sources Presentation and dissemination of findings On successful completion of this unit students will be able to: 1. Undertake a self-initiated and self-motivated investigation into a current issue within the students field of study; 2. Develop a research proposal identifying clear aims and objectives; 3. Critically review appropriate techniques in identification, analysis and evaluation of a research question; 4. Critically appraise a rigorous academic methodology and a critical, constructive and creative approach to the issue under consideration; 5. Communicate the results and conclusions of their investigation clearly to both specialists and non-specialists. Element Type Weighting Learning outcomes assessed 1 Research Proposal 10% 2 2 Dissertation 90% 1,3,4,5 Element of Apply skills of critical analysis to real world situations within a defined range of contexts. 2 Demonstrate a high degree of professionalism. 1&2 Page 27 of 66

Description of each element of Express ideas effectively and communicate information 1&2 appropriately and accurately using a range of media. Develop working relationships using teamwork and - leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on 2 progress and taking appropriate action. Find, evaluate, synthesise and use information from a 2 variety of sources. Articulate an awareness of the social and community - contexts within their disciplinary field. Use systems and scenario thinking. 2 Engage with stakeholder/interdisciplinary perspectives. 2 tudents will be required to submit a 2000 word research proposal which will lead to the development of the final dissertation (Outcome 2). tudents are to produce a 16,000 word dissertation. An equivalent work might be acceptable for example, a project based on an industrial placement or a scientific paper) ee below for criteria (The assessment will address Learning 1, 3, 4 and 5). Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Essential Reading/ Type of Activity % ummative 25 Directed tudy 50 tudent-centred Learning 25 Baker, M.J.(2003) How to complete your research project successfully, Westburn, Helensburgh. Biggam, J. (2011) ucceeding with your master's dissertation: a stepby-step handbook. Open University Press. Maidenhead Cottrell, R.R. Mcenzie, F. J (2011) Health promotion and education research methods: using the five-chapter thesis/dissertation model. Jones and Bartlett Publishers, London Fitzpatrick, J. ecrist, J. Wright, J.D. (1998) ecrets for a successful dissertation. Thousand Oaks, age, London Gillham, B. (2000) Developing a questionnaire, Continuum, London. Murray, T.R. (2003) Blending qualitative and quantitative research methods in theses and dissertations. Thousand Oaks, Corwin Press Pallant, J. (2001) P urvival Manual, Open University Press, Milton eynes. Roberts, C.M. (2004) The dissertation journey: a step-by-step guide to planning, writing, and defending your dissertation. AGE, London apsford, R. and Judd, V. (2006) Data collection and analysis, 2nd Ed., age, London. Page 28 of 66

Further Reading/ pecialist ICT Additional Requirements Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board Appropriate Journals relevant to the student s specialist area of study P, Microsoft Office pecialised laboratory equipment for research B400 134 Page 29 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Food Innovation and Product Design Unit Code 32FIM0001 Unit Abbreviation FIPD Level of tudy 7 Credit Value 20 ECT Value 10 Home Department FTM Home Faculty Hollings Unit Co-ordinator ritika Mahadevan ey Words Innovation, product development, food quality, creativity Unit Description Brief ummary This unit focuses on practical application of factors for identification, evaluation and exploitation of innovative and creative ideas in food process and development Indicative Content Challenges in quality, nutrition and food safety food product lifecycle Novel food regulations implementation of HACCP, GMP and others for novel foods standards for food product process and design Functional foods and nutraceuticals, functional ingredients food quality design and packaging technology and development formulation and food product design sensory evaluation and consumer science and behaviour Learning Unit Learning ummative Employability and ustainability On successful completion of this unit students will be able to: 1. Appraise the use and application of various tools for creativity and innovation in food research and development. 2. Evaluate the scientific disciplines fundamental to the development of novel foods. 3. Critically explore and exploit various food processing and preservation techniques for process and product design. 4. ummarise the technological and managerial skills as input for food quality attributes. Element Type Weighting Learning outcomes assessed 1 Report 40% 1 2 Group Project (final) 60% 2, 3, 4 Element of Apply skills of critical analysis to real world situations within CW1 a defined range of contexts. Demonstrate a high degree of professionalism. CW2 Page 30 of 66

Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Express ideas effectively and communicate information CW1, CW2 appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and CW2 leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on CW2 progress and taking appropriate action. Find, evaluate, synthesise and use information from a CW1, CW2 variety of sources. Articulate an awareness of the social and community CW2 contexts within their disciplinary field. Use systems and scenario thinking. CW1, CW2 Engage with stakeholder/interdisciplinary perspectives. - CW1: Report: tudents will use various resources like academic and professional journals and websites to write a critical appraisal Report (2000 words) on Evaluation of innovation and creativity in the food industry with pertinent examples (40%). CW2: Group Project: tudents will work in teams over a 5 week period, designing and developing a product to meet a brief. They will deliver a group Presentation on the development process and unique selling points of the product or design produced (15 minutes) and write an individually marked reflective report (700 words) on their contribution to the group, skills acquired and challenges faced during the group work. The proportion of assessment marks will be distributed as follows: - Quality of the product produced (20%) - Coursework Presentation (20%) - Reflective report (20%) Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Essential Reading/ Type of Activity % ummative 25 Directed tudy 25 tudent-centred Learning 50 Earle MD, Earle R, Anderson A (2009) Food product development : CRC; Cambridge : Woodhead Baker, M.J. (2007) Product strategy and management 2nd ed. - Harlow : Financial Times Prentice Hall Moskowitz, Howard R; Beckley, Jacqueline; Resurreccion, Anna V. A (2006) ensory and consumer research in food product design and development, Blackwell : Oxford. Page 31 of 66

Further Reading/ Graf, E and aguy, I.. (1991) Food product development : from concept to the marketplace Chapman & Hall Meilgaard, M, Civille, GV and Carr, BT (2006). ensory evaluation techniques, Boca Raton, Fla, London:CRC Press. Rudder, A. (1995) A model for successful new product development (NPD) in the U food market British tandards Online, http://bsonline.techindex.co.uk pecialist ICT Additional Requirements Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board Journals Innovative Food cience and Emerging Technologies Journal of Functional Foods Trends in Food cience and Technology D633 134 Page 32 of 66

Unit pecification (Postgraduate) Unit Details and Outline Unit Code 32FLM001 Unit Title Food Law and Policy Unit Abbreviation FLP Level of tudy Level 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Unit Coordinator Ajay Patel eywords Food, law, policy, regulation, consumer protection Unit Learning Upon completion of this unit students will be able to: 1) Evaluate the impact of law and regulation affecting the business of the supply of food. 2) Critically analyse the regulatory risks and liabilities relating to the sale and supply of food. 3) Defend or criticize various methods of consumer protection from the U and EC in relation to sale and supply and production of food. 4) Judge the issues raised by enforcement of the regulation and legislation relating to food. ummative Element (highligh t final element) Type Weighting Learning outcomes assessed Employability and ustainability 1 Essay/problem based question 50% 1,2 2 Essay 50% 3,4 Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives Element of CW1 CW1,CW2 CW1,CW2 CW1,CW2 CW1,CW2 CW1 CW2 Page 33 of 66

trategies for each Element of Criteria for Unit/Elements of Non-tandard Minimum Pass Mark This unit will be assessed by two pieces of coursework of equal weight. For the first, students will be presented with a fictional real world case study which raises complex legal issues. tudents will be required to use systems and scenario thinking to apply legal principles to the case study. The case study will require students to analyse situations in the context of academic theory and evaluate actual outcomes and make their own recommendations for action in that situation. The format of the work will be in the form of reasoned advice arranged into clear sections rather than a narrative essay that builds on a single theme. For the second, students will be provided with an essay title which will require them to reflect on a food policy issue from a stakeholder/interdisciplinary perspective. The subject of the essay will be one that is touched upon in lectures but it will encourage students to focus on the topic in more depth than was possible in lectures. It will require students to construct an argument in the discipline, to synthesise the breadth of the material covered in the course in application to one problem and to form a hypothesis using what was learned in the course. The criteria for assessment will be: 1. knowledge and understanding: for example: a clear understanding of the relevant theory and use of appropriate tools, techniques or models; sound knowledge of key concepts and links between them; arguments well-reasoned, theoretically underpinned and clearly articulated. 2. use of references and supporting material: for example: inclusion of relevant, up to date references and supporting material; good balance of a wide range of resources (i.e. academic and contemporary); references used and presented strictly according to Harvard criteria. 3. application and problem solving: for example: establishing clear aims and objectives relevant to the assessment; ability to assess a range of appropriate data sources and apply theory to inform practise, 4. presentation and organisation: for example: clarity; planned and logical structure; flow and progression of ideas; professional presentation style; tables / figures / appendices as relevant to the assessment Outline of the Unit Brief ummary This unit will review the key areas of food law, regulation and policy. It will focus on enforcement and consider the role of enforcement bodies. Indicative Content Regulation, consumer protection in food markets. The Food afety Act 1990 (as amended) as the framework for all food legislation in the U. Main food safety and consumer protection offences and defences created by the FA 1990: ection 7 rendering food injurious to health; section 14 selling to the purchaser s prejudice food that is substandard; section 15 falsely describing or presenting food; section 20 commission of an offence due to act of default of another; section 21 defence of due diligence. Relevant U and EU case law. Main provisions of the General Food Law Regulation (EC) 178/2002:Article 11 Imports to the EU; Article 12 exports from the EU; Article 14 safety injurious to health and unfit for human Page 34 of 66

consumption; Article 16 labelling, advertising and presentation; Article 18 traceability; Article 19 withdrawal, recall and notification. Offences created by General Food Regulations 2004: Regulation 4 criminal offences; Regulation 5 penalties; Defences. Food hygiene legislation: EU Regulations 852 and 853. Food labelling. Nutrition and health claims regulation. Affecting consumer choice, Libertarian paternalism Nudge theory Enforcement of food law; the role of the local authority and other agencies The role of agencies involved in food law and policy e.g.department of Health, Department for Environment, Food and Rural Affairs, Food tandards Agency and European Food afety Authority Learning Activities Breakdown of tudent Learning Activity Mandatory Learning & Teaching Requirements Learning Essential Reading Additional that tudents hould Buy pecial ICT Requirements Any Other Additional Administration JAC Code Type of Activity % ummative assessment 25% Directed study 25% tudent-centred learning 50% Books Atwood,B., (2009) Food Law. Tottel Publishing Others Fortin,N., (2009) Food Regulation, Law, cience, Policy and Practice. Wiley Blackwell MacMaolian,C., (2007) EU Food Law Protecting Consumers and Health in a Common Market. Hart Publishing Journals Trends in Food cience and Technology European Food and Feed Law Review Food cience and Technology British Food Journal O Rourke, R., (2005) European Food Law. weet and Maxwell. D600 www.food.gov.uk www.defra.gov.uk www.dh.gov.uk www.efsa.europa.eu www.leatherheadfood.com www.campden.co.uk www.hmso.gov.uk www.reading.ac.uk/foodlaw www.lacors.gov.uk www.tradingstandards.gov.uk Page 35 of 66

Date of Approval 134 Date of Most Recent Consideration Unit External Examiner Unit Board Page 36 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Food Management Unit Code 32FMM007 Unit Abbreviation FMgt Level of tudy 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Home Faculty Hollings Unit Co-ordinator Andrew Hollingsworth ey Words Food, management, policy, sustainability, supply chain and marketing Unit Description Brief ummary The food industry is the most dynamic and innovative sectors of any economy. This unit applies economics, management and marketing to challenges facing food businesses. Indicative Content introduction to food management food policy food marketing strategies in the food industries competition and performance of the food industries the purchasing behaviour of consumers measuring consumer responses to food consumer perceptions of food quality brand equity in the food industries brand extension strategies new product development in the food industries food pricing issues food channel theory: design; power conflict issues and due diligence concerns sustainability and food current trends and future scenarios in the food industries liability and traceability in food supply chains country of origin indication on food products corporate social responsibility and ethics in the food sector Learning Unit Learning On successful completion of this unit students will be able to: 1. critically review the structure of food supply chains in Europe and selected international markets; 2. analyse the fundamental global issues influencing the food purchasing behaviour of consumers; 3. critically evaluate the various marketing strategies and marketing mix issues as they relate to international and domestic food businesses; 4. synthesise the contemporary food marketing issues and evaluate options for supply chain managers within food markets. Page 37 of 66

ummative Element Type Weighting Learning outcomes assessed 1 2500 word management report 50% 1-2 2 2500 word management report 50% 3-4 Employability and ustainability Element of Apply skills of critical analysis to real world situations CW1; CW2 within a defined range of contexts. Demonstrate a high degree of professionalism. CW1; CW2 Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on CW1; CW2 progress and taking appropriate action. Find, evaluate, synthesise and use information from a variety of sources. CW1; CW2 Articulate an awareness of the social and community contexts within their disciplinary field. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Description of each One will cover learning outcomes 1-2. element of Two will cover learning outcome 3-4. Written Coursework One - 2500 word report covering an industry related issue related to food management. Written Coursework Two - 2500 word report investigating a current scenario within the food industry relating to the students own specialist study area. Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Learning Activities Breakdown of tudent Learning Activity Learning Book recommended for purchase by students Type of Activity % ummative 25% Directed tudy 25% tudent-centred Learning 50% Pullman, M. and Wu, Z. (2012) Food upply Chain Management, Abingdon: Routledge. Page 38 of 66

Essential Reading/ Further Reading/ pecialist ICT Additional Requirements Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board Baldwin, C.J. (Ed) (2009) ustainability in the food industry, London: WileyBlackwell Baumann,. & Johnston, J. (2009) Foodies, Routledge Bourlakis, M. (Eds), Vlachos, I.P. and Zeimpekis, V. (Eds) (2011) Intelligent Agrifood Chains and Networks, London: Wiley-Blackwell. Fernie, J. Fernie,. and Moore, C. (2003) Principles of Retailing, Oxford: Butterworth Heinemann. Jongen, W.M.F. & Meulenberg, M.T.G. (Eds) (2005) Innovations in agri-food systems, Wageningen: Wageningen Academic Publishers. Lindgreen, A. and Hingley, M.. (2009) The new cultures of food: marketing opportunities from ethnic, religious and cultural diversity, Gower. Lindgreen, A. Hingley, M.. and Vanhamme, J. (2009) The crisis of food brands: sustaining safe, innovative and competitive food supply, Gower. Linnemann, A.R. & van Boekel, M.A.J.. (Eds) (2007) Food product design: an integrated response, Wageningen: Wageningen Academic Publishers. Tansey, G. and Rajotte, T. (2008) The future control of food, London: Earthscan. Zollitsch, W. Winckler, C. Waiblinger,. & Haslberger, A. (Eds) (2007) ustainable food production and ethics, Wageningen: Wageningen Academic Publishers. upply Chain Management: An International Journal The Journal of upply Chain Management A Global Review of Purchasing and upply Academy of Management Review European Journal of Marketing Harvard Business Review International Journal of Retail & Distribution Management International Review of Retail, Distribution and Consumer Research Journal of Marketing Long Range Planning loan Management Review trategic Management D600 134 Postgraduate Page 39 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Food Microbiology and Epidemiology Unit Code 32FME001 Unit Abbreviation FME Level of tudy 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Home Faculty Hollings Faculty Unit Co-ordinator Anne Clayson ey Words food microbiology, epidemiology, foodborne disease, food spoilage, food preservation, food Examination Unit Description Brief ummary Indicative Content Learning Unit Learning This unit will review the importance of microorganisms in foods, pathology of infection, epidemiology of foodborne disease and the global significance of foodborne infection This unit provides knowledge of microorganisms in food production (fermentation), food spoilage and foodborne diseases/illness. Intrinsic and extrinsic parameters of foods that influence growth and inactivation of microorganisms (e.g. water activity, ph, adding preservatives, heating, gaseous environment etc) will be discussed. The main bacterial foodborne pathogens (e.g. Campylobacter, almonella, E. coli O157, and Listeria monocytogenes), viruses, parasites and fungi will be critically reviewed. Participants will develop knowledge of the impact of viruses, bacteria and fungi on food quality and safety. Laboratory practicals will develop knowledge and experience in using a range of microbiological techniques to study microbial eco-physiology in various foods. Participants will undertake food inspection at point of sale, to include; fruit, vegetables, fish, game, meat and other foods. ampling and examination methods will be developed to test food for fitness. On successful completion of this unit students will be able to: 1. Critically evaluate the effects of preservation factors and techniques on microbial activity in food 2. Examine the role of epidemiology and its contribution to food microbiology and health 3. Evaluate the outcomes and provide judgement resulting from the inspection and microbiological examination of foods and food environments. 4. elect appropriate and effective methods for detection and identification of microbes for assessment of food quality and safety 5. Evaluate epidemiological methods and how they are applied in the global context within food safety surveillance to prevent disease and promote health Page 40 of 66

ummative Element Type Weighting Learning outcomes assessed 1 Coursework and 50% 1, 2, 3 an oral presentation 2 written report on laboratory practical results 50% 4, 5 Employability and ustainability Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Apply skills of critical analysis to real world situations within a defined range of contexts. Element of 1 Demonstrate a high degree of professionalism. 2 Express ideas effectively and communicate information 1 appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on progress and taking appropriate action. Find, evaluate, synthesise and use information from a 2 variety of sources. Articulate an awareness of the social and community contexts within their disciplinary field. Use systems and scenario thinking. 2 Engage with stakeholder/interdisciplinary perspectives. 1 1. Research and produce a report (2500 words) on a specific topic. In addition to submitting the report, students will also deliver a 15 minute presentation on issues associated the written report. 2. tudents will carry out a series laboratory practicals in microbiology using defined protocols and compile a laboratory report on the results and findings of the fitness of food for human consumption (equivalent of 2500 words). Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Type of Activity % ummative 25 Directed tudy 25 tudent-centred Learning 50 Forsythe,. J. (2010) The Microbiology of afe Food, 2nd Edition, WileyBlackwell. Page 41 of 66

Essential Reading/ Further Reading/ Jarvis, B. (2008) tatistical Aspects of the Microbiological Examination of Foods. 2nd Edition. Elsevier. ilva, N., Junqueira, V. C., Taniwaki, M. H. and Gomes, R. A. R. (2012) Microbiological Examination Methods of Food and Water: A Laboratory Manual. CRC Press El-Mansi, E. M. T., Bryce, C. F. A. Demain, A. L. and Allman, A.R. (2011) Fermentation Microbiology and Biotechnology, 3rd Edition. CRC Press Eskin, M and Robinson, D.. (2000), Food helf Life tability: Chemical, Biochemical, and Microbiological Changes. Contemporary Food cience series. CRC Press Forsythe,. J. and Hayes, P. R. (1998) Food hygiene, microbiology and HACCP. 3rd Edition. Aspen. Jay, J.M., Loessner, M.J. and Golden, D.A. (2005) Modern Food Microbiology. 7th Edition. Food cience Text eries. pringer. Pratik B. and Fung, D. Y. C. (2012) Rapid Methods in Food Microbiology: Food Microbiology eries. CRC Press Ray, B. and Bhunia, A. (2007) Fundamental Food Microbiology. 4th Edition. CRC Press apers, G. M., Gorny, J. R. and Yousef, A. E. (2005) Microbiology of Fruits and Vegetables. CRC Press Taormina, P. J. (2012) Microbiological Research and Development for the Food Industry. CRC Press Journals Food Microbiology International Journal of Food Microbiology Journal of Food Protection Food Control Advances in Applied Microbiology pecialist ICT Additional Requirements Administration JAC Code HEA Academic Cost Centre More resources will be recommended by the unit tutor during the academic year. B400 134 Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board Page 42 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title 32FQM001 Unit Code Food Quality & Processing Unit Abbreviation FQP Level of tudy Level 7 Credit Value 20 ECT Value 10 Home Department Department of Food & Tourism Management Home Faculty Hollings Faculty Unit Co-ordinator Dr. Brijesh Tiwari ey Words Food Processing, Quality, afety, Management Unit Description Brief ummary Indicative Content This unit is intended to introduce students to current techniques in food processing and quality evaluation used in the food industry. Principles of food processing and preservation Unit operations in food processing - freezing, refrigeration, thawing, drying, pasteurisation, sterilisation, crystallisation, mixing, extraction, emulsification, centrifugation, fermentation, baking and process analytical technology. Effect of processing and preservation techniques on quality of food and food products Evaluation techniques for food quality (chemical, physical and microbiological) Primary processing of foods - grain processing Technology of grains, dairy, fruit and vegetables and meat processing Principles, applications and advantages of hurdle technology Food packaging and storage of food and food products Cleaning, sanitation and waste management New and emerging technologies for the processing of foods Learning Unit Learning ummative On successful completion of this unit students will be able to: 1. Describe in detail the effects of processing technologies on the physical, chemical and microbiological properties of food and food products. 2. Demonstrate advanced knowledge on the design, operation and application of the food processing unit operations. 3. Compare and contrast various food processing and preservation methods for specific food products. 4. Explore the global and local trends in food processing and food innovations. Element Type Weighting Learning outcomes assessed 1 eminar presentation 40% 4 2 Practical coursework 60% 1,2,3 Page 43 of 66

Employability and ustainability Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Element of Apply skills of critical analysis to real world situations CW1,CW2 within a defined range of contexts. Demonstrate a high degree of professionalism. CW1 Express ideas effectively and communicate information CW1 appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on CW1 progress and taking appropriate action. Find, evaluate, synthesise and use information from a CW2 variety of sources. Articulate an awareness of the social and community CW2 contexts within their disciplinary field. Use systems and scenario thinking. CW2 Engage with stakeholder/interdisciplinary perspectives. The assessment will be based on the practical coursework and seminar presentation, which overall will address the learning outcomes: Coursework 1 (CW1) 60% (LO1, 3, 4) Produce a practical course work report based on laboratory practicals summarising and critically analysing results obtained along with a concluding remark (3000 words). Coursework 2 (CW2) 40% (LO2) tudents will be required to deliver a 15-minute seminar presentation based on the published research study. tudents will have a choice of the research paper for presentation, published in last three years (2010-2013). The research article must be from the list of journals provided. Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Essential Reading/ Type of Activity % ummative 25 Directed tudy 25 tudent-centred Learning 50 Campbell-Platt, G. (2009) Food cience and Technology, John Wiley and ons Cullen,P.J. Tiwari, B., Valdramidis, V.(2012) Novel Thermal and Non- Thermal Technologies for Fluid Foods, Elsevier Publications Brennan, J.G. and Grandison, A.. (2011) Food Processing Handbook, 2 nd Edition, Wiley Page 44 of 66

Further Reading/ pecialist ICT Additional Requirements Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board Ramaswamy, H.. and Marcotte, M. (2005) Food Processing: Principles and Applications. CRC Press, Boca Raton, Florida, UA utz, M.(2010). Handbook of Farm, Dairy, and Food Machinery, pringer Waldron,. (2009) Handbook of Waste Management and Co-Product Recovery in Food Processing, Woodhead Publishing eries in Food cience, Technology and Nutrition No. 141. lemeś, J., mith, R., im, J. (2008) Handbook of water and energy management in food processing, Woodhead Publishing cott mith, J., Hui, H.Y. (2008) Food Processing: Principles and Applications, Wiley and ons Joslyn, M.A. and Heid, J.L. (2012) Food Processing Operations: Their Management, Machines, Materials and Methods, V2, Literary Licensing, LLC Fellows, P.J. (2009) Food Processing Technology: Principles and Practice, Woodhead Publishing Journals: Critical Reviews in Food cience and Nutrition Trends in Food cience and Technology Food Chemistry International Journal of Food cience and Technology Journal of Food Processing and Preservation LWT-Food cience and Technology Innovative Food cience and Emerging Technologies Food Research International D632 134 Page 45 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Food afety and Hygiene Management Unit Code 32FM002 Unit Abbreviation FHM Level of tudy 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Home Faculty Hollings Unit Co-ordinator Daniel Anang ey Words Food safety, public health, HACCP, microbiological examination, quality, assurance, audit and management Unit Description Brief ummary This unit focuses on food hazards and their control, audit and management strategies of food safety. helf life examination underpins the management skills in determining food safety. Indicative Content Developments in food production, processing, distribution and retailing, consumer food handling and their implications on food safety. of food hazards including microbial, chemical, physical and allergenic contaminants. Food safety in relation to natural toxins, endocrine disrupting chemicals and genetically modified food will be discussed. Critical evaluation of food safety along the food supply chain, farm-tofork, principles of prevention and traceability along the chain. Retail food premises inspection; hygiene control; rapid detection markers for premises hygiene; bioluminescence swabbing and food sampling. Cleaning technology including cleaning-in-place (CIP) and recent technological development. Food safety management systems ; quality control; auditing; HACCP; review and evaluation of risk regulation systems; evaluation of the role of assurance and certification standards in improving food safety Critical evaluation of the effectives of the regulatory arrangements for food control, particularly with relevance to enforcement failings. Learning Unit Learning Upon successful completion of this unit, students will be able to: 1. Examine the food safety significance of a range of foodborne agents including microbial, chemical, physical and allergenic contaminants; 2. Critically assess a range of procedures and processes applied during food processing to ensure safe food production; 3. Critically evaluate the safety of food along the food supply chain as related to communication and traceability; 4. Critically evaluate the application of food safety management systems (e.g. HACCP, BRC) and the codex to ensure food safety; 5. Evaluate the role of quality assurance and audit systems in food safety. Page 46 of 66

ummative Employability and ustainability Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Element Type Weighting Learning outcomes assessed 1 Case study 50% 1, 2, 3 2 Case tudy 50% 3, 4, 5 Apply skills of critical analysis to real world situations within a defined range of contexts. Element of 1, 2 Demonstrate a high degree of professionalism. 1, 2 Express ideas effectively and communicate information 1, 2 appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on 1, 2 progress and taking appropriate action. Find, evaluate, synthesise and use information from a 1, 2 variety of sources. Articulate an awareness of the social and community 2 contexts within their disciplinary field. Use systems and scenario thinking. 1, 2 Engage with stakeholder/interdisciplinary perspectives. 1, 2 Element 1: A Laboratory report including judgement on findings, of a ready meal evaluation and microbiological examination of food environments, incorporating inspection and surveillance 50% Element 2: HACCP case study involving the development of a practical HACCP system in a given case study setting requiring students to undertake a real life or desktop implementation which will demonstrate critical thinking and application of HACCP 50% Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Essential Reading/ Type of Activity % ummative 25% Directed tudy 25% tudent-centred Learning 50% Burlage, R. (2012) Principles of Public Health Microbiology, Jones and Bartlett Burlage, R. (2012) Principles of Public Health Microbiology, Jones and Bartlett haw, I.C. (2013) Food afety: The cience of eeping Food afe, Wiley-Blackwell. Page 47 of 66

Further Reading/ Forsythe,. J. and Hayes, P.R. (1998) Food Hygiene, Microbiology and HACCP. 3rd ed. Maryland: Aspen Publishing. nechtges, P. L (2012) Food afety: Theory and Practice, Jones and Bartlett Learning. Merrill, R. (2010) Introduction to Epidemiology, Jones and Bartlett Press, 5 th Edition. Engel, F. & McDonald, D. (2008) Managing Food afety, Chadwick House Group Limited, 2 nd Edition. prenger, R.A. (2007) Hygiene for management: a text for food hygiene courses, Doncaster: Highfield. Journals Journal of Food Protection Journal Food Control Journal of Food microbiology Journal of Risk Analysis Health, Risk and ociety Journal Toxicology Letters Journal of Applied Toxicology Journal of Food Contaminants pecialist ICT Additional Requirements www.food.gov.uk www.defra.gov.uk www.dh.gov.uk www.efsa.europa.eu www.leatherheadfood.com www.campden.co.uk www.hmso.gov.uk www.reading.ac.uk/foodlaw www.lacors.gov.uk www.tradingstandards.gov.uk Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board D620 134 Page 48 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Unit Code Unit Abbreviation Global Food ecurity and ustainability 32GF001 GF Level of tudy 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Home Faculty Unit Co-ordinator ey Words Hollings Andrew Hollingsworth Food security, sustainable food production systems. Unit Description Brief ummary This unit addresses key issues relating to risks and solutions surrounding food security, sustainable food production and policy both globally and locally. Indicative Content ustainability: introduction and concepts; feeding the world sustainably; sustainability as a strategic issue; benefits, threats and risks; managing for sustainability; key sustainability themes including food supply, energy, water and other resource use, waste, and transportation issues; The principles of food security: the policy challenges of availability, accessibility and affordability; global food governance and policy making; governance and efficacy of regulatory solutions; Climate change and its impact on food supply chains; mitigation and adaptation; carbon footprints & carbon budgets ; reducing food chain emissions; ustainable food production systems; population effects; seasonality effects; trade and conflict resolution; Environmental impacts of the food industry: food production, degradation, chemical use and residues; management systems and environmental audits; Corporate ocial Responsibility in the food sector; responsible consumerism and the green consumer; Health: dietary trends, poverty, malnutrition and hunger; obesity; Future prospects and challenges Case studies: e.g. Overfishing; traceability (fish and meat); Water (both availability and bottled); child labour; palm oil; and Biofuels. Learning Unit Learning On successful completion of this unit students will be able to: 1. Critically evaluate the key challenges arising from global food security issues; 2. Critically appraise the sustainable food production systems; 3. Critically evaluate the impact of food production, distribution, consumption and food waste on the environment; 4. Hypothesise the social, economic and political factors influencing policies and mechanics of sustainable food production and food security. Page 49 of 66

ummative Element Type Weighting Learning outcomes assessed 1 Written report 70% 1, 2 2 tudent/group presentation 30% 3, and 4 Employability and ustainability Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Apply skills of critical analysis to real world situations within a defined range of contexts. Demonstrate a high degree of professionalism. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on progress and taking appropriate action. Find, evaluate, synthesise and use information from a variety of sources. Articulate an awareness of the social and community contexts within their disciplinary field. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element of CW1; CW2 CW1; CW2 CW1; CW1; CW2 CW1; CW2 CW1; CW2 CW1; CW2 1 a 3000 word report on a specified aspect of the international food industry (learning outcomes 1-2) 2 student/group presentation a critically-oriented evaluation of a specified Global Food ecurity and ustainability issue and presenting solutions to mitigate those problems based primarily on recent academic sources (learning outcomes 3 and 4). Learning Activities Breakdown of tudent Learning Activity Learning Book recommended for purchase by students Type of Activity % ummative 25% Directed tudy 25% tudent-centred Learning 50% Lawrence, G. Lyons,. and Wallington, T. (2010) Food security, nutrition and sustainability, Earthscan. Page 50 of 66

Essential Reading/ Further Reading/ pecialist ICT Additional Requirements Ayre, G. and Callaway R. (Eds.) (2005) Governance for ustainable Development: A Foundation for the Future, London: Earthscan Publications Ltd. Christou, P. avin, R. Costa-Pierce, B. Misztal, I. and Whitelaw, B. (2013) ustainable Food Production (3 volumes), pringer Publishing Co. Committee on Food ecurity for All as a ustainability Challenge; National Research Council (2012) A ustainability Challenge: Food ecurity for All: Report of Two Workshops, The National Academies Press. Counihan, C. and Van Esterik, P. (2012) Food and culture: a reader. Routledge. Glasbergen, P. Biermann, F. and Mol, A. P. J. (2007) Partnerships, Governance and ustainable Development: Reflections on Theory and Practice, (Eds.) Cheltenham: Edward Elgar Publishing Limited. Ingram, J. Ericksen, P. and Liverman, D. (2010) Food security and global environmental change. Earthscan/James & James. Ionescu-omers, A. & teger, U. (2008) Business Logic for ustainability: An Analysis of the Food and Beverage Industry, Palgrave Macmillan. Lee, C. and Wilhelm, W. (2010) On integrating theories of international economics in the strategic planning of global supply chains and facility location, International Journal of Production Economics, 124, 1, 225-240. Reardon, T. Chen,. Minten, B. and Adriano, L. (2012) The quiet revolution in staple food value chains: enter the dragon, the elephant, and the tiger, Asian Development Bank / International Food Policy Research Institute. outhgate, D. Graham, D. H. and Tweeten, L. (2011) The world food economy, John Wiley & ons. Tiwari, B.. Tomas Norton, T. and Holden, N. (2013) ustainable Food Processing, Wiley-Blackwell Publishing Co. Fanzo, J. Hunter, D. Borelli, T. and Mattei, F. (Eds)(2013) Diversifying food and diets: using agricultural biodiversity to improve nutrition and health, London: Routeledge. Agriculture & Food ecurity Food Policy Global Food ecurity International Journal of Agricultural ustainability International Journal of ustainable Development Journal of Food ecurity upply Chain Management: An International Journal ustainability The International Journal of Environmental ustainability The International Journal of Environmental, Cultural, Economic, and ocial ustainability The International Journal of ustainability Policy and Practice The Journal of upply Chain Management A Global Review of Purchasing and upply Page 51 of 66

Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board B400 134 Postgraduate Page 52 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Nutritional Epidemiology and Health Promotion Unit Code 32NPH001 Unit Abbreviation NE and HP Level of tudy 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Home Faculty Hollings Unit Co-ordinator Rebecca Gregg ey Words Epidemiology, Diet and Physical Activity, Programme Planning, Health Promotion Unit Description Brief ummary Indicative Content Learning Unit Learning ummative Employability and ustainability Epidemiology-based unit examining the research evidence linking diet, physical activity and health promotion Lectures will provide an extended, in-depth knowledge of nutritional epidemiology and health promotion relating to nutrition and physical activity. eminars will consider case studies, current research papers, policy and strategy, which will be student led. In addition, students will learn how to conduct basic physiological measurement of fitness and to assess activity levels. On successful completion of this unit students will be able to: 1. Analyse and evaluate nutrition and epidemiological research linking dietary habits with disease. 2. Critically appraise the approaches used to design epidemiological studies 3. Critically appraise the concept of health promotion, its principles and strategies and evaluate the role of initiatives in relation to health improvement in individuals and communities. 4. Present comprehensive analysis of the different approaches, models and methods used in health promotion and health improvement particularly in relation to exercise and diet. 5. Critically evaluate the role of exercise in relation to public health improvement and prevention of ill health. Element Type Weighting Learning outcomes assessed 1 Assignment 70 1, 3, 4 2 Presentation 30 2, 5 Element of Apply skills of critical analysis to real world situations 1 within a defined range of contexts. Demonstrate a high degree of professionalism. N//A Page 53 of 66

Description of each element of Express ideas effectively and communicate information 1, 2 appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and N//A leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on N//A progress and taking appropriate action. Find, evaluate, synthesise and use information from a 1, 2 variety of sources. Articulate an awareness of the social and community 1 contexts within their disciplinary field. Use systems and scenario thinking. 1 Engage with stakeholder/interdisciplinary perspectives. 1 COUREWOR AIGNMENT ONE Task: tudents will produce a report which identifies and critically evaluates a current policy or strategy which aims to improve health through changes in diet or physical activity. The report should be between 3000-3500 words (70%). COUREWOR AIGNMENT TWO Task: tudents will be required to select a research paper from a list of current peer reviewed papers relating to the physical or psychological benefits of physical exercise to health. tudents are required to give a short presentation and critical evaluation of the paper. The presentation should last 15 minutes and 5 minutes will be allocated for questions (30%). Mandatory Learning & Teaching Requirements Minimum Pass Mark 50% Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Essential Reading/ Type of Activity % ummative 25 Directed tudy 25 tudent-centred Learning 50 Green, J. and Tones,. (2012) Health Promotion: Planning and trategies. 2 ed., London: age. Hubley, J., Copeman, J. and Woodall, J. (2008) Practical health promotion. Polity Cambridge. Webb, P. and Bain, C. (2010) Essential epidemiology: an introduction for students and health professionals. Cambridge University Press. Core texts: Green, J. and Tones,. (2012) Health Promotion: Planning and trategies. 2 ed., London: age. Hubley, J., Copeman, J. and Woodall, J. (2008) Practical health promotion. Polity Cambridge. Webb, P. and Bain, C. (2010) Essential epidemiology: an introduction for students and health professionals. Cambridge University Press. Page 54 of 66

Essential Reading/ Further Reading/ pecialist ICT Additional Requirements Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board Core texts: Green, J. and Tones,. (2012) Health Promotion: Planning and trategies. 2 ed., London: age. Hubley, J., Copeman, J. and Woodall, J. (2008) Practical health promotion. Polity Cambridge. Webb, P. and Bain, C. (2010) Essential epidemiology: an introduction for students and health professionals. Cambridge University Press. Further reading: Bouchard, C., Haskell, W. L. and Blair,. N. (2007) Physical activity and health. Leeds: Human inetics. Crombie, I.. (1996) The pocket guide to critical appraisal. BMJ publishing group London. Ewles, L. (2005) 'ey topics in public health.' Essential Briefings on Prevention and Health Promotion. Churchill Livingstone, pp. 21-24. Ewles, L. and imnett, I. (2003) Promoting health: a practical guide. Baillière Tindall. Gibney, J., Margettes, B., earney, J. and Arab, L. (2004) Public Health Nutrition. Oxford: Blackwell cience. Gibney, M. J., Lanham-New,. A., Cassidy, A. and Vorster, H. H. (2009) Introduction to human nutrition. Wiley-Blackwell. Greenhalgh, T. and Taylor, R. (2002) How to read a paper. Wiley- Blackwell/BMJ Books. Naidoo, J. and Wills, J. (2009) Foundations for health promotion (public health and health promotion). Bailliere Tindall. Rothman,. J. (2012) Epidemiology: an introduction. Oxford University Press. Journals British Journal of Nutrition European Journal of Nutrition American Journal of Clinical Nutrition Journal of Human Nutrition and Dietetics Nutrition and Food cience British Nutrition Bulletin Proceedings of the Nutrition ociety Public Health Nutrition. B400 134 Page 55 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Food and Nutritional Biochemistry Unit Code 32FNB001 Unit Abbreviation FNB Level of tudy Level 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Home Faculty Hollings Faculty Unit Co-ordinator Dr. Brijesh Tiwari ey Words Nutritional Biochemistry, biomarkers, macro and micronutrients, health Unit Description Brief ummary Indicative Content This unit will evaluate and critically analyse the developments at the forefront of food and nutritional biochemistry including macronutrients, micronutrients and biochemical changes occurring during food processing. Physiological biochemical values in the human body Changes in biochemical values as a result of disease and natural processes Enzymology Limitations of nutritional biochemistry Biochemistry of food processing with relevance to nutrition Biomarkers of nutritional status - current research Nutritional biochemistry of regulatory nutrients Advanced biochemistry of macronutrients: carbohydrates, lipids and proteins Current advances in biochemical analysis and methods Case studies in nutritional and clinical biochemistry Contemporary and future trends in nutritional biochemistry Learning Unit Learning ummative On successful completion of this unit students will be able to: 1. Develop systematic knowledge of key concepts and gain in-depth understanding of specialised areas in food and nutritional biochemistry. 2. Analyse biochemical data and evaluate the value and limitations of food and nutritional biochemistry. 3. Critically analyse the developments at the forefront of food and nutritional biochemistry, with appreciation of future trends. 4. Critically evaluate current research findings and present these findings to a lay and scientific audience. Element Type Weighting Learning outcomes assessed 1 Poster presentation 40% 3, 4 2 Practical coursework 60% 1,2 Page 56 of 66

Employability and ustainability Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark 50 % Element of Apply skills of critical analysis to real world situations within a defined range of contexts. Demonstrate a high degree of professionalism. CW1 Express ideas effectively and communicate information CW1 appropriately and accurately using a range of media including ICT. Develop working relationships using teamwork and CW2 leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on progress and taking appropriate action. Find, evaluate, synthesise and use information from a CW2 variety of sources. Articulate an awareness of the social and community CW1 contexts within their disciplinary field. Use systems and scenario thinking. CW2 Engage with stakeholder/interdisciplinary perspectives. The assessment will be based on practical coursework and oral presentation as outlined below: Coursework 1 (CW1) 60% (LO1, 2) Produce a practical course work report based on laboratory practicals that summarises and critically discusses results obtained along with a concluding remark (3000 words). Coursework 2 (CW2) 40% (LO3, 4) A poster presentation (1500 word equivalent) reflecting a critical evaluation of research in a specific area of nutritional biochemistry. The coursework will address all of the learning outcomes. The assessment topics will vary depending on the programme (Mc Food Innovation or Mc Nutrition and Health), to provide relevant assessment. The criteria for assessment will be: 1. Critical understanding and evaluation 2. Evidence of additional reading and knowledge of current research, with appropriate citations 3. Awareness of limitations and critical analysis 4. Use of appropriate terminology and conventions 5. Acknowledgement of future trends and recommendations Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Essential Reading/ Type of Activity % ummative 25 Directed tudy 25 tudent-centred Learning 50 Berdanier, C. (2011) tudyguide for Advanced Nutrition: Macronutrients, Micronutrients, and Metabolism, CRC Publications pallholz, J, Driscoll, J. Mallory Boylan, L. (1999) Nutrition: Chemistry and Biology, 2 nd Edition, CRC Publishers Page 57 of 66

Further Reading/ tipanuk, M. (2006) Biochemical, Physiological and Molecular Aspects of Human Nutrition, 2 nd Edition, aunders Elsevier Vitamins: Fundamental Aspects in Nutrition and Health - Gerald F. Combs (IBN10: 012183493X; IBN13: 9780121834937) Bender, D. A. (2008) Introduction to Nutrition and Metabolism (4th Edition), CRC Elsawy, H. ( 2010 ) Nutritional Biochemistry, Lambert Academic Publishing Geissler, C. A. & Powers, H. J. (Eds) (2005) Human Nutrition (11th edition). Elsevier Ltd, London. Gropper,. mith, J. L. & Groff, J. L. (2008). Advanced nutrition and human metabolism (5th edition), Thomas/Wadsworth, London. cientific papers will be recommended throughout the course. pecialist ICT Additional Requirements Administration JAC Code All scientific papers can be downloaded from Pub Med. Website for Pub Med: http://www.ncbi.nlm.nih.gov/pubmed/ British Journal of Nutrition; European Journal of Nutrition; The Journal of Nutritional Biochemistry and Food Chemistry B400 HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board 134 Page 58 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Nutraceuticals and Functional Foods Unit Code 32NFF001 Unit Abbreviation NFF Level of tudy 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Home Faculty Hollings Unit Co-ordinator Dr. Weili Li ey Words Nutraceuticals, Functional foods, Nutritional value, Health benefits Unit Description Brief ummary This unit will introduce students to emerging nutraceuticals and functional foods, enabling them to apply their knowledge and to integrate concepts defined in functional foods and nutraceuticals development. Indicative Content Global food trends and development of nutraceutical and functional foods Organic, GMO free foods Functional foods for obesity, chronic heart disease, diabetes and prevention of cancer Bioactive fibres. Low calorie sweeteners Omega-3 fatty acids. Natural antioxidants Optimum balance of micronutrients Novel functional food proteins Emulsion and encapsulation delivery system for nutraceuticals and functional foods Formulation technology for nutraceuticals and functional foods Nanotechnology for nutraceuticals and functional foods Learning Unit Learning ummative Employability and ustainability On successful completion of this unit students will be able to: 1. Analyse current global food trends and development of nutraceuticals and functional foods; 2. Apply the latest evidence of nutraceuticals and functional foods to generate new innovative food product ideas; 3. Conduct experiment design, data collection and data analysis in functional food research and effectively present the work; 4. Produce an in-depth analytical research protocol or discussion paper for a peer-review journal. Type Weighting Learning Element outcomes assessed 1 CW 1 20% 3 2 CW 2 80% 1,2,4 Element of Page 59 of 66

Apply skills of critical analysis to real world situations within CW2 a defined range of contexts. Demonstrate a high degree of professionalism. CW 2 Express ideas effectively and communicate information appropriately and accurately using a range of media CW1 including ICT. Develop working relationships using teamwork and CW 1 leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on CW 2 progress and taking appropriate action. Find, evaluate, synthesise and use information from a variety of sources. CW2 Articulate an awareness of the social and community CW 2 contexts within their disciplinary field. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Description of each element of Element Type Weighting Learning outcomes assessed CW 1 Presentation (15 mins) 20% 3 CW 2 Research food innovation 80% 1,2 & 4 protocol or discussion paper one will cover learning outcome 3. two will cover learning outcomes 1, 2 and 4. CW 1 (1000 words) a 15 min presentation on the development of an innovative functional food (including results). CW 2 a 4000 word research protocol or discussion paper relating the development of a functional product with potential health benefits. tudents will also be assessed formatively after undertaking one of their food development/analysis practicals. Mandatory Learning & Teaching Requirements Minimum Pass Mark Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Type of Activity % ummative 25% Directed tudy 25% tudent-centred Learning 50% Webb G.P., (2011) Dietary upplements and Functional Foods. 2nd Edition. Wiley Blackwell: Oxford. Page 60 of 66

Essential Reading/ Further Reading/ pecialist ICT Additional Requirements Costas G. Biliaderis C. G. and Izydorczyk M.. (2006) Functional Food Carbohydrates. CRC Press. Wildman, R. E. C. (2007) Handbook of nutraceuticals and functional foods, Published Boca Raton, Fla. CRC ; London. Aluko, R. E. (2012) Functional Foods and Nutraceuticals pringer e- book. Rychlik M. (2011) Fortified Foods with Vitamins: Analytical Concepts to Assure Better & afer Products. Wiley-VCH: Oxford. Tiwari B.., Brunton N. P. and Brennan. C. (2013) Handbook of Plant Food Phytochemicals. John Wiley & ons, Ltd. Journals Food Chemistry Critical Review in Food and Nutrition International Journal of Food Properties International Journal of Food cience and Technology Journal of Food cience Molecular Nutrition and Food Research Trends in Food cience and Technology Food Carbohydrate laboratory and IT room Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board B400 134 Page 61 of 66

Unit pecification (Postgraduate) Unit Details & Outline Unit Title Nutritional tatus & Health Issues Unit Code 32NH001 Unit Abbreviation NH Level of tudy 7 Credit Value 20 ECT Value 10 Home Department Department of Food and Tourism Management Home Faculty Hollings Faculty Unit Co-ordinator Dr. Weili Li ey Words Nutritional tatus,, Measurement, Health Issues Unit Description Brief ummary The unit will enable students to practice nutrition status measurements, to interpret data, and to justify the relationship between nutritional status and current health issues. Indicative Content Definitions and techniques used to assess and measure nutritional status (body fat, blood sugar and blood cholesterol and triglycerides). Nutritional status reference values. Energy balance and the homeostatic control of body weight. The relationship between nutritional status (body fat, blood sugar, cholesterol) and health issues throughout the life-cycle. Nutritional status and cultural perspectives. Diet and nutritional status. Experimental work in nutritional status assessment measurement Learning Unit Learning On successful completion of this unit students will be able to: 1. Apply an in-depth knowledge and critical awareness of nutritional status measurement and assessment techniques. 2. Evaluate the nutritional status throughout the life-cycle and its impact on health. 3. Test nutritional status and interpret nutritional status data. 4. Identify ethical issues related to the study and their impact upon research work. ummative Employability and ustainability Type Weighting Learning Element outcomes assessed 1 CW 1 30% 1 2 CW 2 70% 2,3 & 4 Apply skills of critical analysis to real world situations within a defined range of contexts. Element of CW2 Demonstrate a high degree of professionalism. CW 2 Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. Page 62 of 66

Description of each element of Mandatory Learning & Teaching Requirements Minimum Pass Mark Learning Activities Breakdown of tudent Learning Activity Learning Books recommended for purchase by students Essential Reading/ Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. Manage their professional development reflecting on progress and taking appropriate action. CW 2 CW 2 Find, evaluate, synthesise and use information from a CW 1 variety of sources. Articulate an awareness of the social and community contexts within their disciplinary field. Use systems and scenario thinking. CW 1 Engage with stakeholder/interdisciplinary perspectives. one will cover learning outcomes 1. two will cover learning outcomes 2, 3 and 4. Written coursework one is a 1500 word critical evaluation of a method of nutritional assessment. Written coursework two is a 3500 word research/data collection portfolio of different body composition assessment methods, including a reflective summary. tudents will each take nutritional status measurements for a group of subjects which will be assessed formatively. Type of Activity % ummative 25% Directed tudy 25% tudent-centred Learning 50% Davies P..W and Cole T.J. (2006) Body Composition Techniques in Health and Disease (ociety for the tudy of Human Biology ymposium eries). Cambridge University Press. Ferrera, L.A. (2006) Focus on Body Mass Index and Health Research. Nova Publishers, New York. Frisancho R. A. & Frisancho A. R. (2008) Anthropometric tandards: An Interactive Nutritional Reference of Body ize and Body Composition for Children and Adults. University of Michigan Press. Gibson R.. ( 2005) Principles of Nutritional, Oxford University Press. imko M. D., Cowell C. and Gilbride J. A. (1995) Nutrition : A Comprehensive Guide for Planning Intervention, Jones & Bartlett Learning. Journals American Journal of Clinical Nutrition British Nutrition Journal European Journal of Applied Physiology International Journal of Obesity Related Metabolic Disorders Journal of Applied Physiology Journal of Nutrition Page 63 of 66

Journal of Physical Activity and Health Metabolism Obesity (formerly known as Obesity Research) Further Reading/ pecialist ICT Additional Requirements Administration JAC Code HEA Academic Cost Centre Date of Approval Date of Most Recent Consideration Unit External Examiner Unit Board Laboratory and IT room B400 134 Page 64 of 66

ECTION H Approved Modifications to Programme pecification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme pecification since its approval/last review. FAQC Reference (or PARM ref for Major Modifications requiring strategic approval) Programme pecification Title (specify award titles/routes affected by change) 4 Taught Masters in Food cience Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc) Report to FAQC Advanced Medical Nutrition (32AMN001): Amendment to unit co-ordinator, key words and reading list information given in the unit specification. Consultation with the library has been undertaken and the changes have been approved. Date of FAQC Approval (or PARM event) Approval effective from: Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef eptember 2014 onward) 01/12/2015 eptember 2015 Level 7 students from eptember 2015 onwards. Page 65 of 66

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