Programme Specification Postgraduate

Programme Specifcation PG Programme Specification Postgraduate Applicable to postgraduate programmes Please click here for guidance on completing this specification template. Part A: Programme Summary Information 1. Title of programme: MSc Human Resource Management (in partnership with Laureate Online Education) 2. Programme Code: LAHR 3. Entry Award(s): Credit: Level: MA MSc 180 Level 7 PGDip 120 Level 7 PGCert 60 Level 7 PG Award DPS CPS Other (please specify below: 4. Exit Awards: Credit: Level: PGDip 120 Level 7 PGCert 60 Level 7 PG Award 30 Level 7 CPS Exit awards will automatically bear the name of the entry award. If an exit award is to be unnamed (i.e. it will show only the qualification achieved) or if it is to have a different name from the entry qualification you must indicate this below: The PG Award is an unnamed exit award. 1 of 20

5. Date of first intake: September/October 2008 6. Frequency of intake: Continuous: approximately 6 entry points each year 7. Duration and mode of study: Part-time, 2-6 years, online learning 8. Applicable framework: University Framework for Full-time and Parttime Modular Postgraduate Programmes Framework exemption required: Please indicate the applicable boxes: No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Ordinance 42: General Ordinance for Modular Master s Degrees, Postgraduate Diplomas and Postgraduate Certificates New/revised Ordinance required: Please indicate the applicable boxes: No (please go to section 10) Yes (please provide a brief summary below) Date new/revised Ordinance approved by Council: 10. Faculty: Humanities and Social Sciences 11: Level 2 School/Institute: The University of Liverpool Management School 12. Level 1 unit: NA 13. Campus: Online 14. Other contributors from UoL: 15: Teaching other than at UoL: NA Delivered in partnership with Laureate Online Education, with teaching being carried out by recognised teachers of the University of Liverpool. 16: Director of Studies: Nick Greer (ngreer@liverpool.ac.uk) 17: Board of Studies: Board of Studies for Online Programmes in Management 2 of 20

18: Board of Examiners: Board of Examiners for Online Programmes in Management 19. External Examiner(s): Name Institution Position 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): Dr David Simm University of Lancaster NA Business and Management 22. Other reference points: AACSB EQUIS 23. Fees: Fees charged by Laureate Online Education, within the terms of the institutional agreement between Laureate and the University http://www.university-liverpoolonline.com/online-learning/fees-and-finance 24. Additional costs to the student: NA 25: AQSC approval: Part B: Programme Aims & Objectives 26. Aims of the Programme No. The aim of the programme is to provide postgraduate-level education in human resource management. The programme is aimed at professionals who have not studied this subject area to any great depth and seek to develop their knowledge and skills. The programme reflects the evolving role of human resource management from that of a traditional process manager to a strategic partner. Aim: 1 To provide students with knowledge of the principles, current issues and trends relevant to human resource management and leadership roles in organisations 2 To support the development of subject specific and key transferable skills necessary for employment in positions related to the management of human and knowledge capital 3 To develop an appreciation of the impact of human and knowledge capital upon the success of an organisation 4 To provide opportunities for students to acquire a range of analytical techniques required for the effective tactical and strategic management of business organisations 5 To enable students to develop their IT skills and familiarity with a range of financial and statistical software as part of essential HR systems 6 To support the enhancement of critical thinking and collaborative communication skills in an international context 7 To encourage a data-driven and evidence-based approach to human resource management 3 of 20

8 To support a wider agenda for research in human resource management with an international perspective 27. Learning Outcomes No. Learning outcomes Master s degree 1 Understand the strategic role and requirements of successful human resource management in the organization 2 Understand the shifting role and historical development of human resource management and approaches to elements including talent development, succession planning, employee relations and performance management 3 Identify the key opportunities and challenges facing human resource management including the introduction of shared service models, the impact of technology, workplace diversity and changes to traditional engagement and retention patterns 4 Successfully engage with the complex business environment through an integrated approach to human resource management that includes metrics, systems and strategy 5 Compliment the strengths traditionally associated with human resource management, such as interpreting ambiguity and context, with a decision science approach which is both data driven and evidence based 6 Demonstrate an awareness of how the managerial accounting framework and key theoretical models can support financial decision-making in relation to costing, budgeting, performance evaluation and financial reporting, using data to identify stakeholder consequences (e.g. profitability) 7 Critically evaluate and apply a range of human resource management theories, concepts and practices 8 Understand strategic issues relevant to a range of organisations (e.g. private, public and voluntary sector organisations, including smaller organisations and professional partnerships) 9 Demonstrate an awareness of the differing approaches to human resource management in a number of countries and to understand the similarities and differences 10 Demonstrate an awareness of the strategic behaviour in organisations and its implications for leadership of individuals and groups 11 Adopt and evaluate an original approach to problem solving and the formulation of policy and strategy 12 Develop a portfolio of analytical and personal skills for a wide range of human resource management and leadership roles in a variety of organisations No. Learning Outcomes Learning outcomes Postgraduate Diploma 13 Understand the strategic role and requirements of successful human resource management in the organization 14 Understand the shifting role and historical development of human resource management and approaches to elements including talent development, succession planning, employee relations and performance management 15 Identify the key opportunities and challenges facing human resource management including the introduction of shared service models, the impact of technology, workplace diversity and changes to traditional engagement and retention patterns 4 of 20

16 Successfully engage with the complex business environment through an integrated approach to human resource management that includes metrics, systems and strategy 17 Compliment the strengths traditionally associated with human resource management, such as interpreting ambiguity and context, with a decision science approach which is both data driven and evidence based 18 Demonstrate an awareness of how the managerial accounting framework and key theoretical models can support financial decision-making in relation to costing, budgeting, performance evaluation and financial reporting, using data to identify stakeholder consequences (e.g. profitability) 19 Critically evaluate and apply a range of human resource management theories, concepts and practices 20 Understand strategic issues relevant to a range of organisations (e.g. private, public and voluntary sector organisations, including smaller organisations and professional partnerships) 21 Demonstrate an awareness of the differing approaches to human resource management in a number of countries and to understand the similarities and differences 22 Demonstrate an awareness of the strategic behaviour in organisations and its implications for leadership of individuals and groups No. Learning Outcomes Learning outcomes Postgraduate Certificate 23 Understand the strategic role and requirements of successful human resource management in the organization 24 Understand the shifting role and historical development of human resource management and approaches to elements including talent development, succession planning, employee relations and performance management 25 Identify the key opportunities and challenges facing human resource management including the introduction of shared service models, the impact of technology, workplace diversity and changes to traditional engagement and retention patterns 26 Demonstrate an awareness of how the managerial accounting framework and key theoretical models can support financial decision-making in relation to costing, budgeting, performance evaluation and financial reporting, using data to identify stakeholder consequences (e.g. profitability) 27 Critically evaluate and apply a range of human resource management theories, concepts and practices No. Learning Outcomes Learning outcomes Postgraduate Award 28 Understand the strategic role and requirements of successful human resource management in the organization 29 Understand the shifting role and historical development of human resource management and approaches to elements including talent development, succession planning, employee relations and performance management 27a. Mapping of subject-based learning outcomes: Learning Module(s) in which this will Mode of PSRB/Subject 5 of 20

outcome No. be delivered assessing achievement of learning outcome 1 Strategic Human Resource Performance, 2 Strategic Human Resource Performance 3 Strategic Human Resource Performance 4 Strategic Human Resource Managing Financial Resources, Performance 5 Strategic Human Resource Managing Financial Resources, Performance, Research Methods, 6 Managing Financial Resources 7 Strategic Human Resource Performance, Research Methods, benchmark statement (if applicable) 6 of 20

8 Strategic Human Resource Performance, 9 Strategic Human Resource Performance 10 Strategic Human Resource Performance 11 Strategic Human Resource Performance, 12 Strategic Human Resource Managing Financial Resources, Performance, Research Methods, 13 Strategic Human Resource Performance, 14 Strategic Human Resource Performance 7 of 20

15 Strategic Human Resource Performance 16 Strategic Human Resource Managing Financial Resources, Performance 17 Strategic Human Resource Managing Financial Resources, Performance, Research Methods, 18 Managing Financial Resources 19 Strategic Human Resource Performance, Research Methods, 20 Strategic Human Resource Performance, 21 Strategic Human Resource Performance 22 Strategic Human Resource 8 of 20

Performance 23 Strategic Human Resource Performance, 24 Strategic Human Resource Performance 25 Strategic Human Resource Performance 26 Managing Financial Resources 27 Strategic Human Resource Performance, Research Methods, 28 Strategic Human Resource Performance, 29 Strategic Human Resource Performance 9 of 20

28. Skills and Other Attributes No. Skills and attributes: 1 Communication Skills: Students will have opportunities to develop written communication skills through group discussions and coursework. This will be assessed by written assignments, individual work and the dissertation. 2 Problem Solving and Decision Making: Students will be challenged to think critically about organisational issues and dilemmas. They will do this by gathering and synthesising information, analysing alternative perspectives and options and presenting a considered opinion or programme of action in their course assessment. 3 Numeracy Skills: Students will learn financial and statistical techniques as part of the Managing Financial Resources and Research Methods modules. 4 Information and Communication Technology Skills: Students will have opportunities to improve their ICT skills. Students will demonstrate skills in the use of software applications including word processing, visual presentations, data bases, spread sheets and using the internet for information searches in the course of researching and presenting coursework. 5 Group Working Skills: Some work will require students to work in groups and manage the interaction and relationships with other group members. In doing so, they will gain experience in negotiation, persuasion, influencing and managing conflict. 6 Personal Effectiveness: This applies to all modules where students will be encouraged to think critically about theory and practice and to challenge and critique assumptions about the management of people and organisations. In doing so they will be able to recognise and consider issues such as corporate social responsibility, ethics, diversity, technology and strategy. This will be assessed through attaining the appropriate level of critical engagement with theory and practice in programme assignments. 7 Time management: This applies to all modules of the programme and is relevant for planning scheduled work and meeting assessment deadlines. This will be evident in the students independent management of their assignments and coursework and by meeting coursework deadlines. 28a. Mapping of skills and other attributes: Skills and other attributes No. Module(s) in which this will be delivered and assessed 1 Strategic Human Resource Managing Financial Resources, Performance Organizational Design and, Research Methods, Learning skills, research skills, employability skills Teamwork, essay writing, discussions reports. Mode of assessing achievement of the skill or other attribute 2 Strategic Human Strategic 10 of 20

Resource Managing Financial Resources, Performance Organizational Design and, Research Methods, 3 Managing Financial Resources, Research Methods 4 Strategic Human Resource Managing Financial Resources, Performance Organizational Design and, Research Methods, 5 Strategic Human Resource Managing Financial Resources, Performance Organizational Design and 6 Strategic Human Resource Managing Financial Resources, Performance Organizational Design (scenario) analysis of range of real, client and simulated case studies. Financial appreciation and decision making, investment decisions, case studies. Using software to prepare presentations and coursework. Searching the internet and electronic library catalogue for resources. Formative groupwork assignments on leadership and financial management, assessed reflection on role of self and performance of team. Personal Development Portfolio to include professional networks. Critical thinking about diferent approaches to strategic management and how strategic analysis methods and techniques can be used in practice., Personal Development Portfolio, Personal Development Portfolio, 11 of 20

and, 7 Strategic Human Resource Managing Financial Resources, Performance Organizational Design and, Research Methods, Feedback from diagnostics, reflection on theories and models of leadership and management. Personal Development Portfolio. Independent management of data sourcing, reseach and analysis., 29. Career opportunities: Graduates of the Programme should have enhanced access to a wide range of managerial and leadership positions in the private, public and voluntary sectors, especially those requiring the effective management of both human and knowledge capital. They will be equipped with the knowledge, skills and awareness to take on roles within the human resource management function and also in more general leadership positions of private, public and voluntary sector organisations, including smaller organisations and professional partnerships. Both generic and specialist roles (e.g. talent development / management, performance management, policy and strategic development and organisational design) are available, with consultancy, research and teaching in all of these areas being feasible as a career. Part C: Entrance Requirements 30. Academic Requirements: Route* Qualification Route 1 Master s Degree / Bachelor s Degree in a relevant discipline Route 2 Bachelor s Degree in any other discipline Route 3 HND / HNC, OND / ONC, Certificate in HE, Diploma in HE, NVQ3/4 or A Levels Route 4 No qualifications equivalent to any of the above * - please refer to corresponding route in Work experience section (#30) 31. Work experience: 12 of 20

Route* Qualification Route 1 Some work experience preferable but not formally required for entry Route 2 A minimum of two years work experience Route 3 Between three and five years work experience Route 4 A minimum of five years work experience * - please refer to corresponding route in Academic Requirements section (#29) Work experience should help prepare an individual and provide evidence to suggest successful participation in a Master s programme. Positions consisting of a large proportion of highly administrative duties or performing routine clerical and highly procedural tasks that do not require strategic input cannot be considered to count towards the work experience requirements outlined above. As this programme may be applied for by those having limited knowledge / experience of human resource management but wanting to move into the discipline, the emphasis should be on demonstrating transferable skills / knowledge rather than having specific experience in the subject area. 32. Other requirements: Applicants whose first language is not English must be able to demonstrate English proficiency comparable to a minimum of IELTS 6.5, TEEP 6.5, TOEFL 600 or GCSE C. Part D: Programme Structure 33. Programme Structure: MSc Human Resource Management Order Module Title Credits 1 KMGT502 - Strategic Human Resource 15 Management 2 KMGT633 - Business Leadership 15 3 KMGT712 - Managing Financial Resources 15 4-7 (any KMGT676 - Talent Development KMGT617 - Performance Management 15 each (60 total) order) KMGT677 - Developing Human Resource Policy KMGT673-8 KMGT672 - Research Methods 15 9 KMGT650-60 180 Postgraduate Diploma in Human Resource Management Order Module Title Credits 1 KMGT502 - Strategic Human Resource 15 Management 2 KMGT633 - Business Leadership 15 3 KMGT712 - Managing Financial Resources 15 4-7 (any KMGT676 - Talent Development KMGT617 - Performance Management 15 each (60 total) 13 of 20

order) KMGT677 - Developing Human Resource Policy KMGT673-8 KMGT672 - Research Methods 15 120 Postgraduate Certificate in Human Resource Management Order Module Title Credits 1 KMGT502 - Strategic Human Resource 15 Management 2 KMGT633 - Business Leadership 15 3 KMGT712 - Managing Financial Resources 15 Choose one from KMGT676 - Talent Development KMGT617 - Performance Management KMGT677 - Developing Human Resource Policy KMGT673-15 60 Specialisms / Electives There are no specialisms or electives associated with this programme. 34. Industrial placement/work placement/year abroad: NA 35. Liaison between the Level 2 Schools/Institutes involved: NA Part E: Learning, Teaching and Assessment Strategies 36. Learning, Teaching and Assessment Strategies: The Learning, Teaching and Assessment strategy for the programme ensures that the subject-based learning outcomes (section 26, above) are delivered and that students have the opportunity to develop the key skills (section 27, above). The strategy draws upon the requirements and recommendations of professional accrediting bodies such as AACSB (The Association to Advance Collegiate Schools of Business). A number of learning goals have been defined for AACSB accreditation purposes and modules are reviewed annually to ensure that there is evidence of learning in relation to each of these goals. The AACSB goals are embedded in the outcomes and skills sections, above. The AACSB requirement that all learning goals must be assessed is now a formal part of School strategy and any proposed changes to the assessment methods used on a module are scrutinised by the Board of Studies in relation to both the programme s requirements and the AACSB requirements. The School s strategy requires that a diverse range of assessment methods should be used throughout a programme. This ensures that students have a range of assessment opportunities in which to provide evidence of their learning. The benefits of this are twofold. Firstly, there are wider opportunities 14 of 20

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

strategy is to verify the achievement of learning outcomes within the broad framework of the degree classification, i.e. at Pass (threshold)/merit, and Distinction levels, rather than to produce a fine-grained classification. Projectbased modules, including in particular the concluding major dissertation project, are also carried out online, normally via individual supervision. All communications that take place within the online classroom, including all assignments carried out by students and assessments by instructors, are recorded and are available for scrutiny by staff with appropriate access permissions. This enables two aspects of quality control: Module delivery is monitored by staff of the University of Liverpool Management School e-learning Unit to ensure that defined syllabuses, procedures, and assessment processes are followed, appropriate standards are maintained, and to check for plagiarism. All assessment is subject to moderation both by the Management School e-learning Unit and by the external examiner. All students, at the start of the programme, complete a (non-assessed) online induction element to gain familiarity with the learning system and software being used. This serves an additional purpose of verifying the English-Language skills of any students for whom this is not their first language, before the start of the programme proper. The learning and teaching approach of this programme will utilise international cases and global illustrations. A deliberate emphasis will be placed on the international aspect of management and business and we will achieve this by highlighting international cases that illustrate the global environment in which many organisations operate, and which therefore impact upon the functions of management in particular ways. Additionally, the cross-cultural learning experience will be systematically encouraged in all modules and students will be encouraged to apply and input their own international experiences. Over an 8 week period during which a typical class would run, 16 points of assessment usually occur. The following table provides the typical assessment model for all modules apart from the intake, which runs over 12 weeks: Key: X = Feedback and Grade (X) = Feedback Key Concepts will be similar to a lecture, in that students will be shown some material and will then be asked to summarise / critique the main points. Collaboration will be similar to a seminar, in that students will be asked to 16 of 20

discuss the application of the theory learned in the key concepts (possibly through use of a case study). This activity could be split into small groups rather than having to involve the entire class for example, students could be asked to critique other groups work. Assignment could be a research critique, a quantitative exercise or a case study and can span a variable number of weeks, include a collaborative component. Project could make use of collaborative parts as well as multi-week activities. Personal Development Portfolio will include three major themes that build progressively throughout the core modules: (1) Expanding professional and career development; (2) Becoming a knowledgeable practitioner succeeding in academic and professional environments; (3) Building and sustaining a personal learning network becoming a life-long networked learner. 37. Assessment information for students: Code of Practice on Assessment The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include: The University marks scale, marking descriptors and qualification descriptors; The framework for modular, postgraduate programmes; Information about students progress, including guidance for students; The procedure for assessment appeals; Regulations for the conduct of exams; The University s policy on making adjustments to exam arrangements for disabled students. The code of practice relating to external examining (see also below) The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students; The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and The policy on providing students with feedback on assessment. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is specific to your cohort: A summary of key assessment information is also available in the Your University handbook. Marking criteria: Each student's work in a module is assessed to provide an end-of-module grade that should represent work which typically has the characteristics described below: 17 of 20

Grade Description A* High Distinction-level work [Exceptional work Instructor is intellectually challenged by the student s contribution]: Factually almost faultless; authoritative coverage of topic; strong evidence of outside reading/research; substantial elements of originality and independent thought. Perceptive; aptly focused; very well written and directed. Exceeds all requirements. A Distinction-level work: Displays in-depth understanding of material; comprehensive coverage of topic; good evidence of outside reading/research; originality of thought or approach. Enlightening; well-focused; very well written and directed. Exceeds most requirements. B Merit-level work: Factually sound (few, if any, minor factual errors); thorough understanding of material; evidence of relevant outside reading/research; some originality of thought or approach. Regular use of effective logical thinking, critical analysis and judgment. Suitably focused; well written and directed. Meets all requirements. C Pass-level work [Satisfactory work Worthy effort but undistinguished outcome]: Essentially correct, possibly missing important points, but no serious errors; good understanding of material but tending to be descriptive in approach; limited evidence of outside reading/research. Competently structured and reasonably well focused, but some weaknesses in expression / presentation. Possibly using large amounts of quotations. D Marginal work: Displays only limited understanding of material; incomplete coverage of topic; some significant factual errors and/or irrelevancies. Entirely descriptive in approach. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. F Unsatisfactory work: Evidence of inadequate effort. Many serious errors / misconceptions / omissions / irrelevancies. Poorly directed at targets. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. The majority of taught modules last for 8 weeks (the first module lasts for 12 weeks), and students receive grades for several items of work carried out each week. All these grades, whatever the weight of the individual assessment, will be based on the six-point scale: A*, A, B, C, D and F. The steps are as follows: a. For the purpose of averaging, the letter grades are replaced by numerical values as follows: A*=84, A=74, B=64, C=54, D=44, F=0. b. The series of weekly grades, now represented by the values noted above, are averaged separately for each component of assessment to produce the average component marks. c. The contribution to total mark is obtained by multiplying each component average by the corresponding weight shown in the final column 1. It should be noted that the weights are prescribed separately for each module, and can be found in the module specification. d. The total of the contributions calculated above produces (after appropriate rounding) the final mark for the module. It is this mark that will be used to determine the degree award and for inclusion in the Transcript. 1 These individual contributions need to be available explicitly and will be extremely relevant when students are allowed to resit one component rather than having to resit the whole module. 18 of 20

38. Student representation and feedback: A Staff-Student Consultation Committee is established in accordance with the University Code of Practice on Student Representation. The Staff-Student Committee will normally meet three times per year. The membership of the Staff-Student Committee, its terms of reference, and the manner in which it conducts its business will conform to the requirements of the Annex to the Code of Practice on Student Representation. Elections to the Staff-Student Committee will be carried out within the structure determined by the University Student Representation Steering Group. The Director of Studies will forward the student views and feedback to the Board of Studies and if appropriate to the module coordinator concerned. Actions and recommendations for actions by the board of studies resulting from the student feedback will be communicated back to the students through the Staff-Student Committee and informal channels (email, online notice boards etc.) One student will be elected by his/her fellow students on the course to act as the spokesperson to liaise with the Director of Studies on any general course issues which may arise during the course. In addition, this student will be co-opted onto the Staff-Student Committee and will liaise back to the student cohort. At the completion of the programme each student is requested to fill in an evaluation form covering the overall structure, delivery and perceived benefit to the student. Results of the evaluation are fed back to the programme team and the Board of Studies. Part F: Status of Professional, Statutory or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: NA Part G: Diversity & Equality of Opportunity and Widening Participation 40. Diversity & Equality of Opportunity and Widening Participation: The programme design, structure and content are consistent and compliant with the University s Diversity and Equality of Opportunity Policy. ANNEX 1 Annex Of Modifications Made To The Programme Please complete the table below to record modifications made to the programme. Description of modification (please include details of any Minor or major modifications Date approved by FAQSC Date approved by AQSC (if Cohort affected 19 of 20

student consultation undertaken or confirm that students consent was obtained where this was required) applicable) 20 of 20