FACULTY OF BUSINESS, ENVIRONMENT AND SOCIETY

FACULTY OF BUSINESS, ENVIRONMENT AND SOCIETY Master of Science in Emergency Planning and Management Programme Specification and Supporting Information 2014/15 April 2014

CONTENTS Part 1: Programme Specification Introduction 3 1 Available Award(s) and Modes of Study 4 2 Awarding Institution/Body 4 3 Collaboration 4 Teaching Institution 4 4 5 Internal Approval/Review Dates 4 6 Programme Accredited by 4 7 Accreditation Date and Duration 4 8 QAA Subject Benchmark Statement(s) and other external factors 4 9 Date of Programme Specification 4 10 Course Director 4 11 Educational Aims of the Course 5 12 Intended Learning Outcomes 5 12.1 Subject Knowledge and Understanding 6 12.2 Cognitive Skills 7 12.3 Practical Skills 8 12.4 Transferable Skills 8 12.5 Teaching and Learning Methods 9 13 Course Structure and Requirements, Levels, Modules, Credits and Awards 10 14 Support for Students and their Learning 12 15 Criteria for Admission 13 16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning 13 17 Regulation of Assessment 14 18 Indicators of Quality and Standards 15 19 Additional Information 16 20 List of Mandatory and Core Option Modules 17 21 Curriculum Map Intended Learning Outcomes 18 22 Capabilities (Skills) Map 19 1

Part 2: Supporting Information Introduction 21 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body Requirements 2 Teaching and Learning Strategy 21 3 Assessment Strategy 22 4 Course Management 23 5 Entry Requirements and Selection Procedures 23 6 Compliance with the University s Academic Regulations and Current Legislation 24 21 2

Part 1: Programme Specification for MSc in Emergency Planning and Management Introduction This course has been running since 2007. It is designed to give students the knowledge, skills and competencies necessary to fulfil duties that fall upon organisations, arising from UK civil contingencies legislation. It aims to equip them to deliver more effective responses to realised risks and threats. The course is also designed to provide an understanding of the issues that underlie many problems faced by emergency planning and management practitioners and how these issues may be addressed, in practice with a view to enhancing the effectiveness of integrated emergency management. The course is broadly-based, covering a wide range of topics within the interdisciplinary field of Emergency Planning and Management. It places an emphasis on academic content and on the application of theory and concepts, taught by staff with a variety of backgrounds - both academic and practitioner. Many of these staff members also undertake research and consultancy as a part of the University s Centre for Disaster Management and Hazards Research. Also, the course uses case studies to illustrate how applied and theoretical knowledge complement each other. This course enjoys an excellent reputation, with many students enrolling on the basis of professional colleague recommendations. A wide range of students enrol on the course UK/EU and International; those at the start of their careers, and experienced practitioners. This, combined with the face-to-face teaching, serves to foster a stimulating and supportive learning community. Although International Students must attend classes on a weekly basis, the fiveday block teaching format and flexible duration for Part-time Students allows busy professionals to fit their studies into their other ongoing commitments. Our graduates are sought after by a range of organisations with emergency response duties, such as local government, the uniformed services, health and other public sector agencies, as well as private sector companies. The Emergency Planning and Management course is ideal for students seeking career advancement within this field. The course of study has been designed both for professionals currently working in emergency planning and management, and for individuals who wish to enter this field. Key modules on the course are being mapped against the Skills for Justice National Occupational Standards for Civil Contingencies. 3

1 Available Award(s) and Modes of Study Title of Award Normally, the Duration of the Course will be: UCAS Code FHEQ Level Master of Science in Emergency Planning and Management (Fall-back awards of Postgraduate Diploma and Postgraduate Certificate in Disaster Management are also available). 12 months full-time 36 months part-time (flexible) N/A 7 2 Awarding Institution/Body Coventry University 3 Collaboration N/A 4 Teaching Institution Coventry University 5 Internal Approval/Review Dates Date of latest review: March 2014 6 Programme Accredited by N/A 7 Accreditation Date & Duration N/A 8 QAA Subject Benchmark Statement(s) and other external factors Date for next review: March 2020 There are no applicable QAA benchmark statements for this subject area. The QAA Qualifications Framework has been considered in developing this Programme Specification. The External Reviewer of this Programme Specification (who is an academic who also sits on a relevant professional society educational committee) has commented that: The aims, levels and standards of the awards [for this course] appear to be consistent with MScs at other HEIs and align appropriately with all appropriate benchmarks, etc. Because emergency planning and management is a field that is interdisciplinary, in academic terms, and fragmented, professionally, there is no professional benchmark that is universally accepted and relevant to the entire breadth of the course teaching and learning. Where possible and appropriate, however, the Intended Learning Objectives of the course and some modules have been informed by the National Occupational Civil Contingencies Standards and the Emergency Planning Society standards. More broadly, the course originates from the increasing need for emergency planners and emergency responders to develop professionally and be able to deal with complex issues. This necessitates that students acquire an advanced level of understanding of concepts and evolving best practice in the field of emergency planning and management. The vocational aim is to equip students with the knowledge and skills necessary for them to develop and implement strategies required by the Civil Contingencies Act (2004) and other UK civil contingencies legislation. Although an important focus of study will be the UK, the course will also examine disaster management in other countries, giving students an opportunity to consider UK policy and practice within a comparative international perspective. Issues in emergency planning and management and their practical implications will be considered, with a view to evaluating and improving current practice. The course involves a focus on theory, policy and crisis management. 9 Date of Programme Specification April 2014 10 Course Director Mr Ron Mountain 4

11 Educational Aims of the Course The course is designed to equip graduates, or professionals, with the necessary knowledge to identify, critically analyse, assess and successfully manage a growing range of emergencies and to operate confidently in policy and management sectors. The overall aim is to foster a strengthening of community, professional, organisational and government capacity to deal with complex multi-factoral emergencies from local to international levels. The objectives of the course are to develop the following skills and knowledge, thereby contributing to an increased resilience to risks and threats to the UK economy and society: technical and management issues to enable graduates to contribute with a high level of competence; knowledge of UK, European and international emergency and disaster management policy and practice; capacity to undertake risk and vulnerability assessments at an appropriate level; knowledge of the legal and political framework of the UK, European and international emergency and disaster management sector; awareness of the social, political and environmental contexts of emergency planning and management; abilities in independent investigation and research; teamwork skills, thus facilitating the mobility of professional employment and the application of professional knowledge and skills across the world; information management, communication and presentation skills. 12 Intended Learning Outcomes The intended learning outcomes and curriculum have been designed to ensure that students acquire and can demonstrate an appropriately high capacity in: A systematic, comprehensive and current understanding of the field of study; An ability to effectively use appropriate methods of enquiry and analysis; Conceptual understanding that enable the student to devise and sustain cogent arguments and to solve problems using knowledge, research methods and methods of critical judgement and to effectively assess research findings, policy and management methods; An appreciation of uncertainty, ambiguity and complexity in knowledge, method and management; The capacity to manage their own learning and to develop a capacity for continuing learning; A capacity to work towards and to achieve both individual and group goals. This course satisfies the University s Code of Practice for Academic and Professional Skills Development. Section 21 maps the Intended Learning Outcomes. 5

12.1 Subject Knowledge and Understanding MSc Emergency Planning and Management - April 2014 On successful completion of this course graduates should be able to demonstrate knowledge and understanding of: KU1 Current and expert methods to critically evaluate and apply policies and practice in emergency planning and management; KU2 Current methods of assessing risk, vulnerability, resilience and capacity for natural and environmental emergencies and disasters; KU3 Current theoretical issues in emergency planning and management and the application of appropriate research methods; KU4 Management of the appropriate operational procedures and methods in the context of legal framework; KU5 - Critical awareness of efficient and sustainable emergency and disaster management and related methods and disciplines in the UK, European Union and international contexts. The principal teaching, learning and assessment methods used on the course to achieve these learning outcomes are identified below: KU1 KU2 KU3 KU4 KU5 Teaching and Learning Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents, role-playing and simulation exercises. Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents, role-playing and simulation exercises. Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents. Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents, role-playing and simulation exercises. Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents. Assessment A variety of assessment methods that may include individual written coursework, group projects and a dissertation. A variety of assessment methods that may include individual written coursework and group projects. A variety of assessment methods that may include individual written coursework, group projects and a dissertation. A variety of assessment methods that may include individual written coursework and group projects. A variety of assessment methods that may include individual written coursework, group projects and a dissertation. 6

12.2 Cognitive Skills On successful completion of the course graduates should be able to: MSc Emergency Planning and Management - April 2014 CS1 Critically assess and deal with complex issues by applying principles of assessment, critical evaluation, and problem solving; CS2 Critically develop and apply professional judgements about trends in risk, policy, emergency planning, and disaster management; CS3 Apply original analysis with appropriate comparative techniques to interpret key aspects of national, European Union and international emergency planning and disaster management policy and practice; CS4 Critically assess current UK and international management and operational techniques and processes; CS5 Evaluate UK, European Union and international emergency planning and disaster management policy. The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below: CS1 CS2 CS3 CS4 CS5 Teaching and Learning Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents, role-playing and simulation exercises. Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents. Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents, role-playing and simulation exercises. Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents, role-playing and simulation exercises. Lectures, seminars, tutorials, textbooks, journals (hard copies and electronic), government and organisational documents. Assessment A variety of assessment methods that may include individual written coursework, group projects and a dissertation. A variety of assessment methods that may include individual written coursework and a dissertation. A variety of assessment methods that may include individual written coursework, group projects and a dissertation. A variety of assessment methods that may include individual written coursework, group projects and a dissertation. A variety of assessment methods that may include individual written coursework and a dissertation. 7

12.3 Practical Skills On successful completion of the course graduates should be able to: MSc Emergency Planning and Management - April 2014 PS1 Plan, coordinate and deliver key project outputs; PS2 Develop appropriate policy, management and technological solutions to complex social, political, environmental and economic issues; PS3 Integrate essential elements of appropriate research methods; PS4 Apply appropriate techniques for assessing risks and hazards, vulnerabilities, needs and capacities in individuals, communities, organisations and governments and for developing implementable solutions; The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below: Teaching and Learning Assessment PS1 Group activity Group presentations or coursework or reports PS2 Individual projects Individual coursework or reports PS3 Project dissertations Individual dissertation reports PS4 Group and individual activities Group or individual presentations coursework or reports 12.4 Transferable Skills On successful completion of the course graduates should be able to: TS1 - Exercise initiative and personal responsibility, coping under pressure to meet tight deadlines; TS2 Demonstrate decision-making in complex and unpredictable situations with incomplete information; TS3 Demonstrate team working; TS4 - Participate effectively in meetings, and group work; TS5 Perform the independent learning necessary for continuing professional development. The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below: Teaching and Learning Assessment TS1 Individual coursework Individual coursework or reports TS2 Group projects, role-playing and simulation exercises Group presentations or reports TS3 Group projects, role-playing and simulation exercises Group presentations or reports TS4 Group projects, role-playing and simulation exercises Group presentations or reports TS5 Individual coursework Individual coursework or reports 8

12.5 Teaching and Learning Methods The various teaching and learning methods indicated in sections 12.1-12.3 above will be used to ensure the course intended learning objectives and module learning outcomes are met. Specifically, these are: Lectures A formal teaching and learning environment led by an academic member of staff. Material covered will be in accordance with the relevant module teaching plan. The member of staff will be encouraged to adopt the most suitable means of communication and of stimulating the student s interest. Seminars A session led by an academic member of staff where students, individually or in groups, will be engaged in discussions of the implication and application of lecture material through the use of case studies, directed reading, journal articles and presentations. Workshops A session led by an academic member of staff or outside speaker, where students, individually or in groups will be working through examples, many of which will be numerical and/or practically oriented, to see the application of lecture material, and to extend and practise demonstrated techniques. Outside speakers Practitioners, stakeholders, and interest groups with specialist skills and experience will be invited to participate in the teaching of the programme, to illustrate the practical nature of subjects being studied, application of theories, and to provide case study material, practitioner insights, or alternative perspectives. The inclusion of outside speakers within the main programme will be prioritised given the practitioner orientation of the course. Student-centred learning For all modules, students will be required to engage in active learning through the use of guided reading, practical examples, case studies, additional materials, and online learning. Directed Reading Students will be required to engage in critical debate through directed reading outside lectures and seminars. Students will be directed to reading by academic members of staff and will be encouraged to engage in additional self-directed reading to provide a depth and breadth of understanding of key concepts and principles, theories, and contemporary debates. Online learning seminars The University s e-learning platform, Moodle, will support and enhance teaching and learning on the programme. Among its different features, students will be directed to the online learning materials such as audio-visual sources, and the online discussion boards (chat rooms and white boards) that permit seminars and student-student group work outside the classroom and off-campus. Case studies The course will draw extensively from existing and previous case studies, to learn from good and bad practice, to illuminate the competing demands and challenges that practitioners face, and to develop problem-solving skills of students. Group work Students will participate in group work, both formatively in class and also as part of summative assessment. Group working is a recognised and important tool for andragogic learning (consistent with the recommendations of the Higher Education Academy) and is an especially rich means of learning about partnerships and team working for this discipline. Reflection Students will be required to reflect in- and on- action, as a means of reviewing individual skill development and to plan for continued learning. Students will provide reflective accounts of learning and development as part of the assessment for the course, and encouraged in modules to consider the application of new skills and experiences, as a means of developing critical appraisal, reflection, and problem-solving skills needed in practice. Students working in the field (or with prior professional experience) will be encouraged to reflect on the experiences of work and where possible, work-based learning. Site visits The course will incorporate site visits to illuminate the real-life nature of the discipline, to provide case study material, and for students to consider the application of conceptual material to real-life situations. Computer packages Students will work through computer-based learning packages for some modules, in which software packages provide added value in analytical approaches. 9

13 Course Structure and Requirements, Levels, Modules, Credits and Awards 2014/15 The course structure of mandatory and optional modules is detailed, below. Students who wish to be awarded a Masters in Emergency Planning and Management must obtain 120 credits from the taught programme of modules, as per the table, below, and must successfully complete a Dissertation worth 60 credits. Module Code Module Title Credit Value Pre/Co- requisite MSc M116GED Disaster and Emergency Planning 30 M M42GED Integrated Emergency Management, Practice and Issues 15 M M115GED Communities - Approaches to Resilience and Engagement 15 M M36GED Risk, Crisis, and Continuity Management 15 M M40GED M117GED M19GED M114GED M62GED Management of Natural and Environmental Hazards Disaster Risk Reduction and Development Humanitarian Theory and Practice in Disasters Technology for Disaster and Emergency Management Research Design and Methods in Social Science 15 O 30 O 15 O 15 O 15 M M65GED Dissertation 60 M62GED M Key: M Mandatory (i.e. must be studied); O Optional Module (subject to availability and minimum student numbers) Please note that full-time MSc students are expected to fully complete their programme of study (including both taught modules and dissertation) within one year (12 months). Part-time students may take between two and five years to fully complete their programme of study (including both taught modules and dissertation). Subject to the timetabling of taught modules (which may vary from year-to-year), part-time students may take any module in any year of their programme of study, except that, as per the table above, M62GED and M65GED are pre/co-requisite modules and it is normally expected that part-time students will take M65GED in the final year of their programme of study. 10

Students may obtain the Fallback Award of Postgraduate Diploma in Emergency Planning and Management by completing the following mandatory modules: M116GED, M42GED, M115GED, M36GED, and M62GED; and by either completing the optional module M117GED, or by completing any two of the following optional modules: M40GED, M19GED, or M114GED. Students may obtain the Fallback Award of Postgraduate Certificate in Emergency Planning and Management by completing the following mandatory modules: M116GED, M42GED and M115GED. Taught Modules Taught modules are delivered within semesters in each academic year. Assessment is undertaken for each module, usually in the form of a written assignment. A student studies taught modules (over a period of time which is dependent upon whether they are full-time or part-time students, as indicated, above. MSc students are expected to gain 120 credits from the appropriate modules, taking all Mandatory modules for their course and the correct number of additional Optional modules that may be are available for their course. Students may obtain the Fallback Award of Postgraduate Diploma in Emergency Planning and Management by completing the following mandatory modules: M116GED, M42GED, M115GED, M36GED, and M62GED; and by either completing the optional module M117GED, or by completing any two of the following optional modules: M40GED, M19GED, or M114GED. Students may obtain the Fallback Award of Postgraduate Certificate in Emergency Planning and Management by completing the following mandatory modules: M116GED, M42GED and M115GED. Dissertation: The requirements for an MSc student are completed through the satisfactory completion and submission of M65GED: Dissertation. Full-time students are required to complete all of their taught modules and their dissertation within twelve months of commencing their programme of study. Attainment of the requisite number of credits from the successful completion of their taught modules, together with the successful completion of a Dissertation, will enable a student to achieve an MSc in Emergency Planning and Management, worth a total of 180 credits. Alternative Starts for MSc Programmes of Study: Full-time September Start: Students taking the Masters course on a full-time basis and who start their programme of study in September are normally expected to attend over a twelve-month period, which is the period within which they will be expected to complete their course. Part-time September Start: Students taking the Masters course on a part-time basis and who start their programme of study in October would normally attend over a thirty-six-month period, which is the period within which they will normally be expected to complete both the taught component of their programme of study, and their dissertation. This assumes that a student takes four taught modules in each of their first two enrolment years and their dissertation in their third enrolment year. Part-time students may, however, taken any number less than eight taught modules per enrolment year, providing they complete their programme of study in its entirety within the overall time limit for completion of MSc programmes. Full-time January Start: Students taking the Masters course on a full-time basis and who start their programme in January are normally expected to attend over a twelve-month period, which is the period within which they will normally be expected to complete their course. 11

Part-time January Start: Students taking the Masters course on a part-time basis and who start their programme of study in January would normally attend over a thirty-six-month period, which is the period within which they will normally be expected to complete both the taught component of their programme of study, and their dissertation.. This assumes that a student takes four taught modules in each of their first two enrolment years and their dissertation in their third enrolment year. Part-time students may, however, taken any number less than eight taught modules per enrolment year, providing they complete their programme of study in its entirety within the overall time limit for completion of MSc programmes. 12

14 Support for Students and their Learning Academic matters will be dealt with by the Module Leaders and the Course Director. Full course guide and information concerning staffing, access, fees and all other matters are contained in a Student Guide to the course issued on arrival in Coventry, which students receive during induction to the course. Student support mechanisms are consistent with the University policies on Equal Opportunities. The Course Team can confirm that reasonable adjustments can be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities. Part-time students will be supported while they are away from the University by access to staff via phone, email and Moodle. Each student undertaking the MSc will have a Dissertation Supervisor. Specific Aspects of Support for Students and their Learning: Enrolment Following acceptance of a place on the course, students will be sent an induction pack prior to enrolment and offered the opportunity to visit the department. The pack will include information on pre-course reading, support and advice services for students, and joining instructions. As the course commences, several days will be devoted to enrolment and induction on the course and at the University. Induction activities will include campus orientation, group development, introduction to teaching staff, support services including computer services and library inductions, and student union and course representatives. Staff Responsibilities The course will have a course leader (Course Director) who is responsible for the overall direction of the award and coherence and appropriateness of the students experience. Module tutors are responsible for the management and delivery of the individual module and for monitoring and assessing the achievement of the students within the module. Module Information - Module information can be found in the Module Information Directory (MID) and will be made available online on the Course and each module Moodle site. Feedback Clear assessment criteria will be provided within each module guide, with summative feedback given against these criteria on a standardised module assessment feedback form. The feedback form will include recommendations for improvements to student development. Formative feedback will be realised through teaching sessions, especially group work, with some modules providing an opportunity for formative peer assessment. Student Representation Student Form Meetings, organised by the Students Union, will be held several times per year. E-Learning During induction, students will be supported in registering for computer services, and in accessing Moodle and other online facilities, including the library portal. Thereafter, students will be encouraged and expected to engage in e-learning through module tasks. Students will be given advice on whom to contact for help on different issues connected to ICT access, email accounts, and Moodle sites. Campus Facilities During induction students will be introduced to other key services such as Advice and Guidance, careers, and where necessary, Accommodation. Students will also be introduced to the Student Union and its services and societies. Disabilities Reasonable adjustments can be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities. 13

15 Criteria for Admission MSc Emergency Planning and Management - April 2014 The award has been designed to accommodate the diverse work and educational experiences of students enrolling on the award, both of which will be accommodated by the content of the course. Students with work experience in or related to the field of emergency planning and management will be given the opportunity to draw on real-life work experiences and to incorporate these into the work and assessment for several modules. Those new to the field or less experienced in the field will be given the opportunity to develop the techniques, understanding and policy background associated with professions operating in the field. Those well versed in emergency planning but new or less experienced in management will be able to develop management techniques within the context of emergency planning and management, and their own personal working experiences. Normally, the entrance requirement is a second classification degree in a relevant discipline. Applicants are normally invited to visit the University as part of the postgraduate open days in the Faculty for Business Environment and Society. This offers an opportunity for either party to evaluate each other and to ask questions. It also offers the applicant an opportunity to view the facilities on offer at the University and through the Department. International applicants with an equivalent of a second class honours degree or demonstrated experience at an appropriate level will be considered for admission. Applicants whose first language is not English or who have not completed a first degree in which English was the main language of tuition must provide evidence of English language ability. An IELTs score of 6.5 or higher (and at least 5.5 in each component) or equivalent qualification is the criterion for admission. Accreditation for prior experiential learning The course team encourage students to seek recognition of their prior experience and learning. There are opportunities for a student to demonstrate this knowledge in some of the assessment components and where a student can demonstrate that their knowledge and skills meet all intended learning outcomes of a module that student may receive the credits for that module. In calculations for an award these modules will be handled in accordance with University Academic Regulations for Taught Postgraduate Courses except when calculating an award with Merit or with Distinction. In such cases the examiners are directed not to disadvantage the student and to consider making awards with Merit or with Distinction based on fewer credits worth of modules than the University norm on the grounds that such a student is likely to have achieved above his/her average mark on these modules. 16 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Department of Geography, Environment and Disaster Management includes staff members who contribute to this degree and who are internationally renowned and recognised as leading researchers in their field. The Department contains a unique balance in its staff of acknowledged research expertise and practical management and fieldwork experience. The course is managed by the Geography, Environment and Disaster Management Board of Study of the Faculty of Business, Environment and Society. The Programme Assessment Board (PAB) for Geography, Environment and Disaster Management is responsible for considering the progress of all students and making awards in accordance with both the University and coursespecific regulations. The assurance of the quality of modules is the responsibility of the Business, Environment and Society, Geography, Environment and Disaster Management Board of Study. There will be annual quality management and bi-annual peer observation processes. External Examiners report annually on the course and their views are considered as part of the annual course quality, enhancement and monitoring process (CQEM). Details of the CQEM process can be found on the Academic Registry s web site. Students are represented on the Student Forum and Board of Study that normally meet several times per year. Student views are also sought through module and course evaluation questionnaires. All dissertations are double marked and all coursework is moderated in accordance with University requirements All courses are subject to a major review involving subject experts external to the University, normally on a five or sixyear cycle. 14

17 Regulation of Assessment The University policy requires the internal moderation of assessments. MSc Emergency Planning and Management - April 2014 External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners will view representative samples of work for the modules for which they have responsibility. At course level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. A student shall be deemed to have passed a taught module on obtaining a mark of 40% or more. The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. A student may be reassessed in any failed taught module (a student shall be allowed two attempts, which includes the original attempt plus one reassessment). Any reassessment (i.e. second attempt) must normally be completed within the resit period associated with the semester in which the module was studied and failed. The second attempt may be made either by re-sitting the assessment without enrolling or by retaking the complete module. Any module component failed at the first attempt and passed at the second attempt will carry a maximum mark of 40%. Awards in this course are made in accordance with Coventry University Postgraduate Regulations, at MSc level (180 credits), Postgraduate Diploma level (120 credits) and Postgraduate Certificate level (60 credits). Credits are accumulated for modules in accordance with the Table shown in Section 12 of this document. Awards for a Postgraduate Diploma or Master may be made with Distinction or Merit where: Masters: A student achieves at the first attempt, an average of at least 70% in the 150 credits worth of Level M modules of the Course with the highest marks, for the award of Masters Degree with Distinction. A student achieves at the first attempt, an average of at least 60% in the 150 credits worth of Level M modules of the Course with the highest marks, for the award of Masters Degree with Merit. Postgraduate Diploma: A student achieves at the first attempt, an average of at least 70% in the 90 credits worth of M-level modules of the Course with the highest marks, for the award of Postgraduate Diploma with Distinction. A student achieves at the first attempt, an average of at least 60% in the 90 credits worth of M-level modules of the Course with the highest marks, for the award of Postgraduate Diploma with Merit. Postgraduate Certificate: A student achieves at the first attempt, an average of at least 70% in the 50 credits worth of M-level modules of the Course with the highest marks, for the award of Postgraduate Diploma with Distinction. A student achieves at the first attempt, an average of at least 60% in the 50 credits worth of M-level modules of the Course with the highest marks, for the award of Postgraduate Diploma with Merit. 15

18 Indicators of Quality and Standards There are no applicable QAA benchmark statements for this subject area. The QAA Qualifications Framework has been considered in developing this Programme Specification. Undergraduate Bachelors courses in disaster management have been offered at Coventry University for over fifteen years. The ( taught ) MSc in Disaster Management has been offered since October 2005, whilst the ( taught ) MSc in Emergency Planning and Management has been offered since October 2007. On this basis, Coventry University has an established reputation for quality education in the fields of disaster management and emergency planning and management. In addition to the past track record of the Department, the following are key indicators of quality and standards: The number of students who obtain jobs in the sector and/or whom gain promotion in the professional area. In 2010-11 (the latest year for which figures are available) an average of 100% of students on the MSc Emergency Planning and Management course have been recorded as achieving a positive destination. The MSc in Emergency Planning and Management is taught by individuals who are experienced in delivering courses in this area, several of whom have previously worked as emergency planning/management practitioners. Many of these staff members also undertake research and consultancy as a part of the University s Centre for Disaster Management and Hazards Research. Specialist guest speakers contribute to teaching as appropriate; criteria for these speakers are that they are research active or are expert practitioners currently engaged in professional emergency planning or disaster management. Student and staff contribution to debate in the UK and elsewhere regarding emergency planning and management policy and practice. Emergency planning and management - both in terms of academic study and professional practice is a very broad, interdisciplinary field and, as a result, there are no internationally accepted standards across that field for either study or practice. However, UK National Occupational Standards developed by a UK organisation known as Skills for Justice are being mapped to specific course modules relevant to 'civil contingencies' - i.e. those that are of particular relevance to UK emergency planning and management practice. The Course Director and other staff are former emergency planning and management professionals who are members of key professional society bodies. Periodic monitoring and reviews of courses RAE ratings and or Research Centre/Units within the subject area. In 2010-11 (the latest year for which data are available), in the Postgraduate Taught Experience Survey (PTES), the course obtained a Student Satisfaction rating of 92%. In 2012-13, the MSc Emergency Planning and Management course achieved a 100% student satisfaction rate in the course evaluation questionnaire. The report of QAA s Institutional Audit undertaken in November 2008 confirmed that Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities 16

19 Additional Information Key sources of information about the course and student support can be found in: The Faculty and Course Student Handbooks Module Guides Module Information Directory: http://mid.coventry.ac.uk/ Postgraduate study (http://www.coventry.ac.uk/postgraduate/) Study Support Information is accessible from student services home page. Please note: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 17

20 List of Mandatory and Core Option Modules for Students Starting their Course from September 2014 or Later The course structure of mandatory and optional modules is detailed, below. Students who wish to be awarded a Masters in Emergency Planning and Management must obtain 120 credits from the taught programme of modules, as per the table, below, and must successfully complete a Dissertation worth 60 credits. Module Code Module Title Credit Value Pre/Co- requisite MSc M116GED Disaster and Emergency Planning 30 M M42GED Integrated Emergency Management, Practice and Issues 15 M M115GED M36GED M40GED M117GED M19GED M114GED M62GED Communities - Approaches to Resilience and Engagement Risk, Crisis, and Continuity Management Management of Natural and Environmental Hazards Disaster Risk Reduction and Development Humanitarian Theory and Practice in Disasters Technology for Disaster and Emergency Management Research Design and Methods in Social Science 15 M 15 M 15 O 30 O 15 O 15 O 15 M M65GED Dissertation 60 M62GED M Key: M Mandatory (i.e. must be studied); O Optional Module (subject to availability and minimum student numbers) Please note that full-time MSc students are expected to fully complete their programme of study (including both taught modules and dissertation) within one year (12 months). Part-time students may take between two and five years to fully complete their programme of study (including both taught modules and dissertation). Subject to the timetabling of taught modules (which may vary from year-to-year), part-time students may take any module in any year of their programme of study, except that, as per the table above, M62GED and M65GED are pre/co-requisite modules and it is normally expected that part-time students will take M65GED in the final year of their programme of study. 18

Students may obtain the Fallback Award of Postgraduate Diploma in Emergency Planning and Management by completing the following mandatory modules: M116GED, M42GED, M115GED, M36GED, and M62GED; and by either completing the optional module M117GED, or by completing any two of the following optional modules: M40GED, M19GED, or M114GED. Students may obtain the Fallback Award of Postgraduate Certificate in Emergency Planning and Management by completing the following mandatory modules: M116GED, M42GED and M115GED. 19

21 Curriculum Map Intended Learning Outcomes Module Status* Knowledge and Understanding Cognitive Skills Practical and Transferable Skills Codes Module Title KU1 KU2 KU3 KU4 KU5 CS1 CS2 CS3 CS4 CS5 PS1 PS2 PS3 PS4 TS1 TS2 TS3 TS4 TS5 M116GED M42GED M115GED M36GED M40GED M117GED M19GED M114GED Disaster and Emergency Planning Integrated Emergency Management, Practice and Issues Communities - Approaches to Resilience and Engagement Risk, Crisis, and Continuity Management The Management of Natural and Environmental Hazards Disaster Risk Reduction and Development Humanitarian Theory and Practice in Disasters Technology for Disaster and Emergency Management M X X X X X X X X X X X X X X X X X M X X X X X X X X X X X X X X X X X X M X X X X X X X X X X X X X X X X X M X X X X X X X X X X X X X X O X X X X X X X X X X X X X X X X X O X X X X X X X X X X X X X X O X X X X X X X X X X X X X X X O X X X X X X X X X X X M62GED Research Design and Methods in Social Science M X X X X X X X X X X X X M65GED Dissertation M X X X X X X X X X X X X X X X *Key: M Mandatory (i.e. must be studied); O Optional Module (subject to availability and minimum student numbers). Please refer to Sections 13 or 20 for details.

22 Capabilities (Skills) Map MSc Emergency Planning and Management - April 2014 Capabilities (Skills) Module Status* Learning to Learn Working with Others Problem Solving and Innovation Numeracy IT and Online Learning Communication Career Management Information Management Personal Development Planning Codes M116GED M42GED M115GED M36GED M40GED M117GED M19GED M114GED Module Title Disaster and Emergency Planning Integrated Emergency Management, Practice and Issues Communities - Approaches to Resilience and Engagement Risk, Crisis, and Continuity Management The Management of Natural and Environmental Hazards Disaster Risk Reduction and Development Humanitarian Theory and Practice in Disasters Technology for Disaster and Emergency Management M X X X X X X X M X X X X X X X M X X X X X X X M X X X X X X X O X X X X X X X O X X X X X X X O X X X X X X X O X X X X X X X M62GED Research Design and Methods in Social Science M X X X X X X X X M65GED Dissertation M X X X X X X X *Key: M Mandatory (i.e. must be studied); O Optional Module (subject to availability and minimum student numbers). Please refer to Sections 13 or 20 for details. 21

Capability Outlines (from the Code of Practice for Academic and Skills Development) MSc Emergency Planning and Management - April 2014 Learning to Learn Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Working with others Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Numeracy Students should be able to interpret, analyse and present numerical data. IT and Online Learning - Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data Communication - Students should be able to communicate effectively in appropriate forms in a wide variety of situations Career Management - Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectation Information Management Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources Personal Development Planning - Students should be able to demonstrate self-awareness, set personal goals and record achievement 22

Part 2: Supporting Information for the MSc in Emergency Planning and Management Introduction The MSc in Emergency Planning and Management is designed to equip graduates, or professionals, with the necessary knowledge to identify, critically analyse, assess and successfully manage a growing range of emergencies and to operate confidently in policy, management and operational sectors. The intention is to strengthen community, professional, organisational and government capacity to deal with complex multi-factorial emergencies and disasters from local to international levels. Major emergencies in the UK, such as the fuel shortages and the foot and mouth epidemic of 2000, repeated widespread flooding, and the London bombings of 2005 have made clear the need for enhanced levels of resilience in the UK in the early part of the 21st century. The Civil Contingencies Act (2004) and its accompanying regulations and guidance are designed to provide for such resilience by improving the levels of preparedness and co-ordination between agencies. The Buncefield Oil Depot explosions and fire of 2005 have shown that, although the regulatory framework in the UK for major industrial accidents is well-established, challenges posed by such accidents require ongoing vigilance in respect of the levels of preparedness, response and recovery needed to deal with them. The implementation, to the required standards, of the Civil Contingencies Act (2004), the Control of Major Accident Hazards Regulations (1999) (as amended) and other civil contingencies legislation and regulations, all demand that practitioners acquire the knowledge and skills necessary to fulfil the duties that fall upon named organisations. Increased levels of preparedness and more effective responses to realised risks and threats also require an understanding of the issues that underlie many of the day-to-day problems faced by practitioners in the field of emergency planning and management. This understanding, including how such issues may be addressed in practice, is necessary in order to increase both the level of resilience of individual organisations, and the effectiveness of the integrated emergency management of disruptive challenges to the UK economy, society, and to the security of the UK populace. The goal of the course is to equip students with the knowledge and skills necessary for them to develop and implement strategies required by the Civil Contingencies Act (2004) and other UK civil contingencies legislation. Although an important focus of study will be the UK, the course will also examine disaster management in other countries, giving students an opportunity to consider UK policy and practice within a comparative international perspective. Issues in emergency planning and management and their practical implications will be considered, with a view to evaluating and improving current practice. The course draws together knowledge of concepts, models and management relevant to emergencies. It provides a detailed theoretical understanding of the subject and a vocational approach suitable for future professionals, researchers, managers and consultants in the fields of emergency planning and management. It is designed to be appropriate for those students who wish to focus on industrialised countries, in particular, on the UK. 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body Requirements The National Occupational Standards for UK Civil Contingencies have been taken into account in the formulation of this Programme Specification. The course will allow students to build upon existing knowledge and experience, to develop research and critical assessment techniques that will improve their professional activity and above all to gain an effective understanding of the main issues concerning disaster management, including emergency planning and management in the UK. 2 Teaching and Learning Strategy The broad, intended learning outcomes and curriculum have been designed to ensure that students acquire and can demonstrate the following: - A systematic, comprehensive and current understanding of the field of study - An ability to effectively use appropriate methods of enquiry and analysis - Conceptual understanding that enables the student to devise and sustain cogent arguments using knowledge, research methods and critical judgement

- An ability to effectively assess research findings, policy and management methods - An ability to manage their own learning and to develop a capacity for continuing learning - A capacity to work towards and to achieve both individual and group goals These outcomes will be achieved through teaching and learning methods that rely on the expertise of staff within the Department of Geography, Environment and Disaster. Teaching will draw upon contemporary issues to ensure relevance to students professional needs. Case studies, exercises and scenarios will be used to complement lectures and seminar style discussions. Staff will also be available for consultation with individual students. The teaching and learning strategy of having discrete periods, each of which involve staff/student contact, normally within one block of five days, enables part-time students from across the UK and from Europe to enrol in the course, to manage the competing demands of study and work, and to benefit from face-to-face contact with lecturers and other students on the course. Class-based seminar and other group activities facilitate student engagement with complex concepts and issues and foster a deep approach to learning incorporating the exchange of critical evaluation methods across disciplines and across the professions involved in emergency planning and management. Group activities are also part of the teaching strategy to ensure effective information exchange between students and a diversity of problem solving methods. This takes the form of group projects, scenarios and class-based exercises. Moodle webs are created to support the award and each of its modules. Module webs contain essential course/module information e.g. module outline (MID), module guide, assignment briefs, reading lists, as well as additional features such as formative assessment elements, web links, and electronic and audiovisual material. An umbrella course web is established for all students enrolled on the course, permitting two-way communication between students and tutors and providing a single source for relevant course information. 3 Assessment Strategy Assessment is by coursework, which allows part-time students greater flexibility in managing their work-study relationship, which provides better assessment of problem solving skills than examinations, and which allows students to tailor their assignments to their particular professional needs. Assessment is, in part, through substantial written assignments that assess students' grasp of theory, conceptual issues and problem solving methods. Assessment also occurs through participation in, and reporting on, group activities such as seminars, case studies and workshops that assess capacity to share and absorb information from different sources, and to work as part of a group. These activities deal with practical and operational issues and their relationship with relevant concepts and theory. Students are advised informally, but progressively, over the period of each module through class-based activity and through contact and discussion with the module lecturers. In addition, students are supervised and monitored as they progress through the course by the Course Director and individual tutors and, if deficiencies are identified, remedial action is taken. Plagiarism and other issues pertaining to the authorship of work that students submit is managed through existing policies, through the application of Turnitin to detect suspected plagiarism, and through emphasis to students of the need to maintain academic integrity. The Postgraduate Certificate shall be rated at 60 level M Credit points. The Postgraduate Diploma shall be rated at 120 level M credit points. A taught Masters shall be rated at 180 level M credit points. Students may only progress to the final stage of the Masters by meeting the requirements for award of a Postgraduate Diploma. All students shall be subject to the same regulations, regardless of mode of attendance. A student shall be deemed to have passed a taught module on obtaining a mark of 40% or more. A student may be reassessed by re-sit without re-registration in any failed module. Awards for a postgraduate Diploma or Postgraduate Certificate may be made with Distinction or Merit where a student achieves at the first attempt, an average of at least 70% and 60% respectively. Enrolment and registration Students may be registered for the course for a maximum of three years (full time) and five years (part time). Students may transfer to another available module at any time up to a quarter of the way through its delivery subject to the approval of the Course Director. Students may withdraw from a module with 24

no completed assessments three-quarters of the way through the module. A student who has not formally withdrawn from a module by the specified deadline but who does not meet the assessment requirements shall count as a failure. Repeating periods of study A student who has failed a module or who has not succeeded in redeeming a previous failure via reassessment may register, if eligible, to repeat the module(s) at the next available opportunity. 4 Course Management A Course Director manages the MSc in Emergency Planning and Management. This includes acting as Admissions Tutor, advising perspective students on the nature and suitability of the course to their individual circumstances. Student Forum Meetings are held several times per academic year in order to ascertain commonly-felt problems of the students and to learn each year, ways in which the course may be improved. Each student on the MSc course is assigned a dissertation supervisor, at an appropriate time in their studies. Specific Aspects of Support for Students and their Learning: Course Director - The course has a manager who is responsible for the overall direction of the award and coherence and appropriateness of the students experience. Module Leader - Module Leaders are responsible for the management and delivery of the individual module and for monitoring and assessing the achievement of the students within the module. Board of Study The course is managed by the GED Board of Study, of the Faculty of Business, Environment and Society, and the Department of Geography, Environmental and Disaster Management. Programme Assessment Board - The Programme Assessment Board for Postgraduate Programmes (GED) is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. Quality Assurance The assurance of the quality of modules is the responsibility of the GED Board of Study, of the Faculty of Business, Environment and Society, and the Department of Geography, Environmental and Disaster Management. Administrative Structure The Course is part of the Department for Geography, Environment and Disaster Management (GED), within the Faculty for Business Environment and Society (BES). The Course is managed by the Course Director, who reports to the GED Board of Study in GED, which is monitored by the Associate Dean for Postgraduate and Professional Programmes, and chaired by the Associate Dean, Faculty of Business Environment and Society. Problems that may occur in the day-to-day operation of the course are dealt with directly by the Course Director. More fundamental problems are dealt with by the Head of Department (GED), as appropriate. Teaching Structure Teaching will take place across the Faculty, as appropriate, to support the course. Teaching staff will be sourced from the Department for Geography, Environment and Disaster Management (GED). Student Representation Students are represented on the Student Forum and Board of Study, which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. 5 Entry Requirements and Selection Procedures Normally, the requirement for entry into the MSc in Emergency Planning and Management is: - A second classification degree in a relevant discipline International applicants with an equivalent of a second class honours degree or demonstrated experience at an appropriate level will be considered for admission. Applicants whose first language is not English or who have not completed a first degree in which English was the main language of tuition must provide evidence of English language ability. An IELTs score of 6.5 or higher (and at least 5.5 in each component) or equivalent qualification is the criterion for admission. 25

6 Compliance with the University s Academic Regulations and Current Legislation This course conforms to Coventry University regulations for taught postgraduate courses. Student support mechanisms are consistent with the University policies on Equal Opportunities. The Course Team can confirm that reasonable adjustments can be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities. 26