Programme Specification BA Business and Marketing Management Valid from: September 2015 Faculty of Business
SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/ recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University, Faculty of Business BA Honours Business and Marketing Management Degree without Honours Named Dip HE Dip HE Cert HE BK NN15 BA/BK N100 Business, N500 Marketing On Campus Full-time English Honours degree subject benchmark statement for Accounting, published by the Quality Assurance Agency for Higher Education (QAA) (2007) http://www.qaa.ac.uk/publications/informationandguidance/pages/subjectbenchmark-statement-accounting.aspx The Marketing Communications specialism within this programme has been designed to ensure that its students meet the learning outcomes of the Institute of Direct Marketing (IDM) Certificate in Direct and Interactive Marketing, which students will gain if they choose to register with the IDM and pass the IDM s own externally set examination (additional registration and examination fees are payable to the IDM). (http://www.theidm.com) Faculty of Business Revised February 2015 2
SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme This programme will appeal to students who wish to explore marketing within a context that covers a range of business and management disciplines, and who seek sufficient flexibility within their degree to pursue a programme of study better tailored to their own developing needs and interests. The core of this programme combines key elements of the study of business with a more specialist programme of marketing management study. This approach has been designed for those students who recognise the benefit of a wider understanding of business as well as the depth provided by the marketing management focus. This blend could lead to a wealth of career options in a wide range of organisations and roles. Following a first year that provides the necessary subject-based and skills-based grounding, students may exercise the option to specialise in Marketing Communications or Retail. Alternatively, students can elect to follow a more individually tailored programme, with the opportunity to explore additional areas of marketing and/or wider business interest. Whether a student chooses to specialise or follow the broader home programme, they can still add a number of acceptable modules from the field of marketing, other areas of business and management, or indeed languages, depending on their particular interests and career aspirations. This programme has been designed to appeal to both UK and international students, and to equip students for a range of careers in business and/or marketing management in the UK or overseas. It will also prepare students for postgraduate study and continued professional development. 2.2 Aim/s of the programme Graduates of this programme understand that the customer is at the heart of any business, but feel that a successful marketing manager needs a broad foundation of marketing and business knowledge from which to develop, deliver and support what those customers want. While marketing is a particular area of interest for these graduates, they recognise the value of having studied marketing within a broader business context and it is this breadth that will inform their future career choices. They may have had no particular wish to specialise within the marketing field and see this BA (Hons) Business and Marketing Management programme as a way of keeping their options as open as possible. They thus benefit from the opportunity to participate in a programme including a mix of marketing and other business areas that suits their developing interests and aspirations. The core programme provides an applied understanding of the internal and external business and marketing environment and the interrelationships between the various business functions, informing graduates analysis and insights and adding context to their decision making. It is recognised that while the breadth of this programme is immensely valuable, students may also wish to develop depth of understanding in a particular chosen area. Although much can be achieved through the judicious choice of electives, the programme also provides two more formal routes of specialisation, each with its own hierarchy of pre-requisites to form a coherently 3
designed specialism. One of these two specialisms is Marketing Communications and the other is Retail (see below for further details). Even if graduates have chosen to follow a specialism, they might still use their degrees to take on general marketing or business roles or graduate traineeships in larger organisations, or to continue with more specialised postgraduate study. Additionally, graduates are well equipped for further study, whether postgraduate education or continuous professional development (CPD). Marketing Communications specialism Students who elect to follow this specialism understand that the customer is at the heart of any business. They understand customers (and what makes them tick) and, more importantly, they know how to achieve in-depth customer understanding in multicultural and international environments and how to use these insights to communicate with and persuade customers and other stakeholders. This ability to successfully communicate concepts and ideas to a wide variety of audiences, both verbally and in writing, means that these graduates could work effectively client- or agency-side in marketing communications or marketing research/customer insight. This specialism comprises the following modules: Level 5: U55037 Essentials of Marketing Communications and U55044 Strategic Marketing Communications Level 6: U55070 Campaign Management and Development (double module) Retail specialism Students who elect to follow this specialism understand that retail is not just about running a store ; it s about delivering service in a customer-facing environment. These graduates understand the strategic imperatives driving the business and how to maintain and develop a retail-focused brand in a dynamic, international business environment with respect to markets, customers and suppliers. These graduates also understand the nature and scope of the management roles that integrate to deliver the retail brand in various types of retail organisation, for example buying and merchandising. Additionally they appreciate fully the interface between the retailer and stakeholders further up the distribution channel. This specialism comprises the following modules: Level 5: U55033 Buying, Merchandising and Store Design and U55035 Creating and Delivering the Retail Brand Level 6: U55073 International Retail Strategy (double module) 4
SECTION 3: PROGRAMME LEARNING OUTCOMES Having successfully completed this programme which is underpinned by a customer-centric and socially responsible philosophy of business, practiced in an increasingly globalised environment, a Business and Marketing Management graduate will be able to: 3.1 Academic literacy 1. Demonstrate a critical appreciation of the nature of and the interrelationships between business functions in the achievement of corporate objectives in a range of organisations that are diverse in terms of their nature, purpose, size, structure and culture. 2. Demonstrate a critical appreciation of a customer-centric approach to marketing, including the ongoing evolution of marketing concepts, and their role and significance in the wider strategic organisational context. 3. Appraise, prioritise and manage the impact of factors arising within the marketing environment, the complex linkages between different parts of the marketing and business environment, and the effects of a rapidly changing regional, national and/or global environment on a diverse range of organisations. (see also Active citizenship) 4. Understand the importance of, and processes and practices involved in the effective management, organisation, and resource utilisation, with due appreciation of the long- and short-term strategic competitive capabilities, of organisations operating in diverse domestic, international and global markets. 5. Understand the importance of, and processes and practices involved in, the management and organisation of the marketing function, and in the planning, control and integration of effective marketing strategies, programmes and operations. 6. Organise and manage the strategic marketing function in terms of the structure, planning, resource management, implementation and evaluation of marketing operations and strategy. 7. Develop and strengthen the short- and long-term strategic competitive capabilities of organisations operating in diverse domestic, international and global markets by building upon a sound understanding of environmental contexts and business and marketing management principles (see also Active citizenship). 8. Manage the creation, development and maintenance of upstream and downstream relationships with suppliers, service providers, agencies, customers, clients and other stakeholders, both domestic and international. 3.2 Research literacy 9. Select and critically apply appropriate research methods and tools of qualitative and quantitative data analysis, decision-making and evaluation to design and implement creative solutions to a wide range of complex business and marketing problems and scenarios in diverse contexts across the globe (see also Digital and information literacy). 10. Devise, substantiate, sustain and where necessary refute arguments contributing to decision making, informed by both critical enquiry and practical insights, and using appropriate means of dissemination (see also Critical self-awareness and personal literacy). 5
3.3 Critical self-awareness and personal literacy 11. Operate as a reflective practitioner by synthesising reflection on their personal experience and feedback from others in the professional environment in order to evaluate their own performance and recognise the need and opportunities for further personal and professional development. 12. Manage their own learning development by developing an awareness of their own learning strategies and developing the study skills to become and effective and efficient learner. (see also Digital and information literacy) 13. Express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes. (see also Digital and information literacy; see also Active citizenship) 14. Work productively as part of a team in a variety of team structures and facing a variety of types of task, with reflection on their own role and contribution, including their interaction with others. 3.4 Digital and information literacy 15. Use IT tools and digital media effectively, efficiently and flexibly for the purposes of information gathering, collation and analysis, with appropriate adaptation for the nature of the problemsolving task under consideration. 16. Adopt IT tools and digital media as appropriate to aid the effective communication and presentation of ideas, and as a means of disseminating, exchanging and facilitating the evolution of material for group-based tasks. 3.5 Active citizenship 17. Articulate the value of a strong commitment to personal and corporate ethics, professionalism and social responsibility as an essential foundation for the internal management and operations of the organisation and the management of external relationships. 18. Develop and implement a set of professional values based upon a critical appreciation of their own and others cultural perspectives, incorporating approaches to corporate citizenship and consideration of personal standards of integrity, honesty and fairness. These values should pay due respect to legal, professional and ethical codes of practice within all internal and external relationships, and with due regard for the well-being of society and the cultures within which the organisation operates (see also Critical self-awareness and personal literacy). 19. Develop skills in intercultural understanding and communication within diverse groups. 6
SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Status Credit Level 4 U50005 Using Accounting & Financial Information Compulsory 15 U51002 Foundations of Business Compulsory (if without A level 15 Business Studies) U55003 Marketing in Context Compulsory 30 U55005 Marketing Research Compulsory 15 U55001 Foundations for Academic Success Alternative compulsory with 30 U55004 U55004 Essentials of Management Alternative compulsory with 30 U55001 U50003 Essential Information Skills Recommended 15 U50013 Raising Individual Financial Awareness Recommended 15 U58004 Planning a Successful Event Recommended 15 U08400 Basic Survey Methods Top Up 15 U52006 Business Economics and Financial Markets Top Up 15 Level 5 U50031 Business and Finance Compulsory for Honours degree 15 U51035 Business Strategy for Competitive Advantage Compulsory for Honours 15 degree; degree; named DipHE U55040 Principles of Marketing Management Compulsory for Honours 30 degree; degree; named DipHE U58030 Skills for Placement Search Compulsory for Honours degree; degree; named DipHE for Sandwich mode students only U58065 Placement Compulsory for Honours degree; degree; named DipHE for Sandwich mode students only U50032 Corporate and Business Law Acceptable 15 U50034 ebusiness Acceptable 15 U50038 Mathematics for Decision Making Acceptable 15 U51037 International Business Acceptable 15 U51056 Environmentally Sustainable Business Acceptable 15 U51068 Independent Study in Business Acceptable 15 U51069 Independent Study (Community Engagement) Acceptable 15 U55029 Applied Consumer Behaviour Acceptable 15 U55033 Buying, Merchandising and Store Design Acceptable 15 U55035 Creating and Delivering the Retail Brand Acceptable 15 U55036 Customer Relationship Management Acceptable 15 U55037 Essentials of Marketing Communications Acceptable 15 U55038 Managing Business Operations Acceptable 15 U55039 Managing Business Projects Acceptable 15 U55041 Product and Brand Management Acceptable 15 7 Noncredit 15
U55042 Purchasing and Supply Chain Management Acceptable 15 U55043 Customer Experience Management Acceptable 15 U55044 Strategic Marketing Communications Acceptable 15 U58020 Creativity and Innovation Acceptable 15 U58022 Enterprise and Entrepreneurship Acceptable 15 U58023 Ethics in Business Acceptable 15 U58025 Leading and Managing People Acceptable 15 U58027 Managing Non-Profit Organisations Acceptable 15 U58031 Research Methods Acceptable 15 No more than 2 credits from U61512 French B1 (1) Alternative acceptable 15 U61513 French B1 (2) Alternative acceptable 15 U61514 French 4A Alternative acceptable 15 U61515 French 4B Alternative acceptable 15 U61520 French 5A Alternative acceptable 15 U61521 French 5B Alternative acceptable 15 U62012 German B1 (1) Alternative acceptable 15 U62013 German B1 (2) Alternative acceptable 15 U62712 Mandarin Chinese 2A Alternative acceptable 15 U62713 Mandarin Chinese 2B Alternative acceptable 15 U63012 Japanese 2A Alternative acceptable 15 U63013 Japanese 2B Alternative acceptable 15 U63022 Japanese 3A Alternative acceptable 15 U63023 Japanese 3B Alternative acceptable 15 U63512 Spanish B1 (1) Alternative acceptable 15 U63513 Spanish B1 (2) Alternative acceptable 15 U63514 Spanish 4A Alternative acceptable 15 U63515 Spanish 4B Alternative acceptable 15 U63528 Spanish 5A Alternative acceptable 15 U63529 Spanish 5B Alternative acceptable 15 U70923 Academic English for Business Purposes Alternative acceptable 15 U70924 Higher Academic English Skills Alternative acceptable 15 Level 6 U55075 Strategic Marketing Management Compulsory for Honours 30 degree; degree; named DipHE U51072 International Business Case Studies Acceptable 30 U55070 Campaign Management and Development Acceptable 30 U55071 Contemporary Issues in Marketing Management Acceptable 15 U55072 International Marketing Acceptable 15 U55073 International Retail Strategy Acceptable 30 U55074 Professional Practice Acceptable 15 U58088 Independent Study Acceptable 15 No more than one module from U51091 Consultancy Project Acceptable 30 U55099 Dissertation in Business and Marketing Acceptable 30 Management U58074 Entrepreneurial Business Management Acceptable 30 8
4.2 Professional requirements The Marketing Communications specialism (U55037; U55044; U55070) within this programme has been designed to ensure that its students meet the learning outcomes of the Institute of Direct Marketing (IDM) Certificate in Direct and Interactive Marketing, which students will gain if they choose to register with the IDM and pass the IDM s own externally set examination (additional registration and examination fees are payable to the IDM). (http://www.theidm.com) SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment 5.1.1 Introduction This programme s Teaching, Learning and Assessment (TLA) Strategy has been designed to provide a coherent and co-ordinated approach to progressive achievement of the Graduate Attributes that are necessary for a career in business or marketing management and for postgraduate or CPD-orientated study. 5.1.2 Academic Literacy The core philosophy underpinning the design of this programme is one of Enquiry-Based Learning (EBL), with a strong vocational focus. This lends itself well to an applied perspective, with the incorporation of live projects and practitioner involvement in the delivery and assessment of the modules. There will be a mix of academic and practitioner input into teaching, assessment and feedback where possible. Practitioner involvement may work on a number of levels, through guest speakers, input into assessment task design, and assessing and feeding back to students on their problem-solving approaches and the practicality/viability of the solutions they devise. Nevertheless, even where employers are not directly involved, we will ensure that where appropriate and relevant, tasks are authentic and firmly rooted in the real world. Complementing this, the approach to module design has not lost sight of traditional university values of engagement with conceptual and theoretical thinking, thus enabling an integrated focus on blending critical enquiry and practical insights. In order to deliver this, contact hours comprise a mix of lectures (including guest speakers as well as more theory-based material), seminars, workshops and tutorials. The students approach to enquiry is supported and structured through, for example, in-class exercises, debates, discussions and case study analysis, during their contact hours. In general, a single module (15 credits) will comprise 150 hours of study including 24 hours contact time (lectures, seminars/ workshops) and 126 hours of independent study (reading, coursework preparation, revision etc). Assessment tasks take a variety of forms, reflecting students varying learning styles, the programme s learning outcomes, and the demands of an EBL approach, including: individual and group assignments (including, for example, case studies, essays, reports, presentations) and examinations. A balance of both individual and group-based assessments is included, at each level of study, in order to ensure that all the programme learning outcomes are fully assessed. This balance is carefully managed across the compulsory core modules at programme level to ensure the delivery and assessment of the programme s stated learning outcomes. 9
The need for formative assessment early on in the programme of study, and, indeed, throughout the programme is recognised fully, together with the value of feedforward opportunities provided by the programme structure. Face to face feedback is used to supplement written feedback on at least one module at each level, with significant resources invested in face to face feedback in the two level 4 double compulsory modules (U55003 MIC and U55001 FAS). The assessment strategy is aligned with the University s Assessment Compact which requires that a programme-wide view is taken of assessment strategy, management and implementation, as well as providing opportunities within the programme for student to become involved in assessment through mechanisms such as, for example, peer review. At module level, nominated internal moderators review module guides and proposed coursework briefs before they go to print, and part of that review involves compliance with the Compact s requirements on the alignment of assessment tasks with module learning outcomes and the provision of clear marking criteria. More experienced staff are partnered with less experienced (or newly appointed) staff to help them understand the implications of the Compact. Student awareness of the Compact and its implications is addressed in level 4 in U55001 FAS, which is the module in which the requirement for students to engage in activities designed to develop assessment literacy is explicitly fulfilled, although these literacies are then further reinforced at levels 5 and 6. The overall goal is to engage with and apply business and marketing theory in a critical and professional manner. In order to build students knowledge, expertise and skills, and lead them towards tackling increasingly fuzzy and complex problem-solving scenarios integrating different areas of study, programme progression is coherently mapped between years, supported by a strong prerequisite structure that is more than just rhetoric, and there is also an explicit development of autonomous learning through the programme. 5.1.3 Research Literacy Within the compulsory level 5 module U55040 Principles of Marketing Management, students build on research skills developed in the first year and critically engage with disciplinary research. This module prepares students for undertaking a research project, using appropriate methodologies, in their final year. All students have the opportunity to undertake a Dissertation in their final year, or to practice and hone their research skills within one of the other level 6 optional modules, for example, U51091 Consultancy Project. Wherever possible, module teams will comprise academics with complementary interests and skills, both subject-based and pedagogic. Elective modules in particular have been designed to reflect areas identified as departmental research strengths. Furthermore, the department s researchers bring their current research activities to the classroom within the level 6 U55071 Contemporary Issues in Marketing Management (CIMM) module. While due regard is given to critical engagement with relevant theory and current research throughout the programme, U55071 CIMM acts as a focal point to expose students explicitly to those who are extending the boundaries of the subject through research, and enabling them to become directly involved as researchers themselves. This initiative is consistent with the EBL philosophy of the programme, and not only helps to further develop the students conceptual thinking skills and their practical research skills, but might also serve to encourage some of them to consider further Masters or PhD level study. 5.1.4 Critical Self-awareness and Personal Literacy 10
Critical self-awareness and personal literacy is reflected in the intention of this programme that students will develop the skills required to manage their learning consciously, at University and beyond, to assist both in their academic careers and in the workplace. The purpose and value of PDP for personal, educational and career development, together with a vehicle for recording progression and achievement (e.g. an e-portfolio), are introduced within the compulsory level 4 U55001 FAS module. The depth and complexity of PDP activity develops with progression through the programme in parallel with T&L development, so that our graduates will be equipped to articulate a confident and informed sense of purpose; to make appropriate career choices; to articulate to potential employers their ability to add value to an organisation; to recognise and engage with further development as lifelong learners. Graduates of this programme should recognise their own worth and foresee how their particular strengths might fit into a given workplace scenario, while also recognising their further personal development needs. PDP activities and opportunities (for planning, doing, recording and reflection) are integrated within the curriculum, at each level of study, and such activities are closely linked with both the Academic Adviser system and the Placement Tutor scheme (for sandwich mode students). As students move through the programme, they are thus encouraged to develop independent thinking, and improve their interpersonal skills. They should move from dependent to independent learning, as part of a seamless, continuous process, becoming more autonomous learners in their final year. In summary: Level 4: Basic elements of independent learning skills are introduced and practised in smaller, very closely defined tasks with a high level of tutor support and feedback. Level 5: Shift in emphasis to the practice and development of those skills through larger and more complex tutor-defined tasks requiring a greater degree of interpretation and project management skills; at this level the intensity of student-tutor interaction is reduced, while still maintaining a culture of tutor guidance and support, to provide a stepping stone to more independent learning at level 6. Level 6: Provides opportunities for students to define their own areas of study or learning needs within the framework of a module, thus parameters set by tutors might be quite broad; at this level the tutor is acting more as a resource and a facilitator. There are clear links between the programme s assessment and feedback strategy and the EBL philosophy, and the increasing complexity and integration of assessment tasks, requiring more holistic feedback. 5.1.5 Digital and Information Literacy In addition to the information and research skills already mentioned, the following digital literacy skills have been embedded in compulsory modules: Managing digital information Information literacy (developed initially at level 4 see section 7 for further details) includes the ability to search for, retrieve and store information online, to evaluate online/digital information, and to cite such information correctly using the Harvard reference system. Communicating effectively online Students will learn to use email effectively, for example, for exchanges with staff, external organisations and professional bodies. 11
Students will also have the opportunity to participate in online discussion boards and other online community activities, for example, via engagement with both programmeand module-level Brookes Virtual sites. Managing group interactions and collaborating digitally U55001 FAS will provide students with an early opportunity to develop digital literacies via collaboration in virtual teams as part of an assessed online collaborative activity. In other modules, students will, where appropriate, have the opportunity to utilise group discussion boards in support of group work activity. Using digital tools to reflect on, record and manage learning It is intended that this programme will use an e-portfolio to support students PDP activity by providing a home for student development records and reflective commentaries. 5.1.6 Active Citizenship In terms of active citizenship, programme learning outcomes have been developed to embed a questioning approach to ethics and to enable students to develop cross cultural sensitivity, global perspectives and a sense of active citizenship. While the compulsory level 4 module U55001 FAS gives an explicit induction and foundation for these concepts, they are also embedded in the content and approaches to curriculum, teaching and learning throughout the core of the programme. U55001 FAS in particular is designed to focus on management practice within a multicultural context and will give students a positive early taste of academic group work, help to broker bonds/friendships between culturally diverse new students and assist in the development of intercultural competences as students learn to become active citizens. In other modules on the programme, at levels 4, 5 and 6, students will be encouraged to draw on their cultural diversity to offer insights into differing business and consumer cultures from across the world. The programme s approach to disciplinary content (e.g. contexts, case studies and examples) and particularly the incorporation of live projects at all levels, reflects the commitment towards active citizenship and ensures that the development of intercultural competences and external community engagement extends beyond level 4. The programme has been designed to facilitate student international study exchanges during year 2 (by avoiding the use of two semester double modules at level 5), and international placements between the second and final year of study. It is recognised that supporting students international mobility will enhance their employability in an international context as well as broadening their personal horizons. Staff exchanges are also encouraged and supported and it is envisaged that a more flexible, team-based approach to module delivery will make it easier for staff to commit themselves to short- or longer-term exchanges. Students are actively encouraged to adopt (or continue study of) a language from year 1 and these opportunities are communicated at induction. Students may then continue their language study throughout their degree as further language modules are included as acceptable level 5 modules. It is recognised that an increase in the take-up of languages is fundamental to reduce barriers to both overseas study and work placement opportunities. The department is committed to embedding an international dimension and an outward-looking engagement with the wider community to the curriculum content of each module. The choice of case studies, examples, assignment topics, and the range of research feeding into a module will be informed by the need to present an international and/or applied perspective on the interpretation of theories and concepts. 12
5.2 Assessment regulations The programme conforms to the University s Academic Regulations; section B2 Undergraduate Modular Programme Regulations https://www.brookes.ac.uk/regulations/current/specific The Programme also embeds the principles and practices within the Brookes Assessment Compact. Assessments are carefully designed to contribute to formative developmental feedback and can incorporate peer feedback as well. All module guides include specific assessment criteria which are clearly communicated and an assessment calendar is also produced. http:// www.brookes.ac.uk/aske/documents/brookesassessmentcompact09.pdf SECTION 6: ADMISSIONS 6.1 Entry criteria Typical offers A-level: BBB or equivalent IB Diploma: 31 points Advanced Diploma: grade B, including A-level at grade B BTEC National Diploma: DDM AS-levels will be recognised in place of a maximum of 1 A-level (may include 12-unit vocational A- level). Key skills are not required but would be a positive feature of an application, as would free-standing AS-levels such Critical Thinking. Specific entry requirements GCSE: Mathematics (grade B preferred) and English (grade C or above) Please also see the university's general entry requirements. English language requirements Please see the university's standard English language requirements. SECTION 7: STUDENT SUPPORT AND GUIDANCE Induction An induction programme is provided before teaching begins in the first semester, providing the opportunity to meet fellow students outside the classroom situation. It also introduces the philosophy of the programme, the rationale for its design and delivery, and provides insight into what is expected of students. People A number of people are available to support, guide and assist personal development during the programme. The Programme Lead and Programme Administrator work as a team to ensure the programme runs smoothly. The Module Leaders and Module Tutors provide academic tutoring and answer subject specific queries during modules. Each student is allocated an Academic Advisor from within the Department and is invited to regular and structured meetings throughout the programme to review progress and get help with academic development. The Student Support 13
Coordinators can provide one-to-one support, advice and guidance on a range of issues, such as personal and family problems, disability or sickness, learning difficulties and money worries. They offer the opportunity to talk to someone who is not connected to academic studies and can refer students to other services available within the University, which include: Counselling, Student Disability and Dyslexia Service, Medical Centre, International Students Advisory Service, plus specific support for mature students. Study skills support is provided by the University s Upgrade service, which provides bookable tutorials and a drop-in service on all campuses plus an online directory of study skills resources. English language support is also available. Programme and Module Guides Handbooks are provided for both the programme and for each module. The Module Guide provides: Contact details of the Module Leader and Tutors Specific content and learning outcomes Week by week topics and activities Details of required class preparation Recommended and required reading Coursework assessment including the task, learning outcomes, assessment criteria and deadlines. Work-placement and Careers Centre support The Work and Voluntary Experience Service (WAVES) supports sandwich-mode students in applying for and securing a work-placement. During the placement year itself students are supported by an assigned placement tutor who remains in regular contact with the student and their line manager and conducts at least one meeting at the student s place of work, WAVES also supports students in identifying volunteering or internship opportunities. The University Careers Service offers guidance on career planning as well as practical advice on CV writing, mock interviews and assessment centres, tutorials and careers counselling. Its online vacancies database Talent Bank details internship and graduate job opportunities plus volunteering and project work. SECTION 8: GRADUATE EMPLOYABILITY Potential careers the programme leads to/what previous graduates have gone on to do. The appeal of these graduates to a potential employer is that they could fit into marketing roles or more general business roles. They understand marketing within an international business context, and are adaptable in recognising the differing needs of organisations that are diverse in terms of their nature, purpose, size, structure and culture. They have not only developed the functional knowledge, but also the strategic thinking and other transferable skills that equip them to develop into effective, confident, reflective managers. They may, therefore, choose to enter general management roles, or focus on marketing-specific careers such as marketing management, product/brand management, market research among others. Those who have elected to follow the retail or marketing communications specialisms may have more focused aspirations in the fields of retail management, digital marketing, agency-based account management, direct marketing or customer relationship management. 14
SECTION 9: LINKS WITH EMPLOYERS Employers have played an important role in the development of this programme to ensure that all the learning outcomes of the programme are defined and delivered so that they are relevant to the needs of the global workplace, thus ensuring that our graduates are able to offer what potential employers seek. A range of employers (from various sectors, and reflecting the home programme and both specialisms) have been involved in the development of this new programme. Employer representatives have contributed to initial programme development both in terms of subject specific content and employability skills more generally (see separate Internal and External Consultation document). Employer representatives will remain involved in the ongoing development of the programme in the longer term via the Department s Programme Advisory Board. In recognition of the importance of practitioner input at the module development level, in terms of design, delivery and assessment (e.g. via guest lectures, field trips and other initiatives), faculty will continue their excellent work in this area to actively encourage employer contributions. The majority of our academic staff, as well as all our Associate Lecturers, have relevant practitioner experience which plays a part in keeping the content of the modules well grounded in reality and relevant to the needs of today s employers. This experience is disseminated through, for example, day-to-day teaching, guest lectures and case study development. The programme learning outcomes have been developed to ensure that due emphasis is given to employability skills, with reference to the Higher Education Academy Student Employability Profile for Business and Management and the National Occupational Standards for Marketing (see Appendices A and B for mappings of programme learning outcomes against these profiles). Issues relating to employability and professional practice are increasingly addressed through the programme, culminating in the level 6 Professional Practice module which focuses students on the realities of working in their chosen field. Students are encouraged to take advantage of the opportunity to undertake a one year placement (or shorter internship) in order to enhance their employability through work-based learning. Support for the PDP process and its resulting record of progression and achievement with due reference to career aims and goals, will further enhance the employability of students graduating from this programme. The Chartered Institute of Marketing (CIM) accreditation and additional opportunity for students to achieve an Institute of Direct Marketing (IDM) qualification alongside their study at Brookes will also serve to enhance the employability of students from this programme and act as a springboard for their continued professional development. Furthermore, relevant elements of the programme have been designed to align with the learning outcomes of the Chartered Institute of Public Relations (CIPR) Advanced Certificate and Diploma. SECTION 10: QUALITY MANAGEMENT The reputation of the Faculty of Business is underpinned through programme accreditations received from the Association of MBAs; professional associations such as the Chartered Institute of Personnel and Development and the European Foundation for Management Development. The Business School is widely regarded as one of the best within its peer group. 15
The Faculty of Business's programmes benefit from rigorous quality assurance procedures and regularly receive excellent feedback from external examiners, employers, students and professional bodies. Quality assurance of the Programme is addressed in a number of ways:- Subject Committee meetings held once a semester to enable staff and students to feedback on the programme A rigorous annual and periodic review process to ensure the currency of the programme An external examining process that follows the university guidelines - http:// www.brookes.ac.uk/asa/apqo/external-examining/handbook/role/ Systematic end of module and end of programme monitoring and evaluation 16