Manchester Metropolitan University - Global Online …...development in FinTech, Big Data and Cyber Security. As finance functions evolve in this new era, employees must ensure that

Faculty of Business and Law

Global Online Network

Programme Specification 2017-2018

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

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CASQE Page 2 of 52 Programme Specification

Versioning of Programme Specification

This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 14 March 2017

2 Effective date of Approved/Reviewed Programme Specification:

September 2017 – August 2020

3 This Version effective from: September 2017

4 Version number: 2017 Version 2

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section G (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Master of Business Administration Master of Business Administration in Digital Management Master of Business Administration in Financial Services

Accounting and Financial Management

Acquisition for Organic & Paid Channels

Dissertation – MBA

Leading Change & Creativity in Organisations

Leading, Managing and Developing People (5T7Z0009)

Operations Management

Performance Management for Business

Risk Regulation and Failure Avoidance

Service Quality and Commissioning

Strategic Management

Strategic Marketing

Strategy and Leadership

Strategy for Integrated Communications

Transformational Leadership

Master of Business Administration

MSc Human Resource Management MSc International Human Resource Management

Developing Skills for Business Leadership

Leading, Managing and Developing People

Dissertation (HR)

Masters Network in Management and Business

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HR in Context

Research Methods in Human Resource Management

MSc Financial Planning and Business Management

Governance, Risk and Control

Financial Technologies


MSc Sport Business, Management and Policy Sports Marketing Business Analytics International Strategic Management Sport Policy and Politics Sport Business and Management Sport Events Management Sport Law Critical Perspectives in Entrepreneurship


MSc Digital Marketing

Acquisition for Organic & Paid Channels

Digital Communications Programmes

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

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CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Faculty of Business and Law Global Online Network

2 Brief Summary

In collaboration with Pearson Education Ltd, these online programmes are designed to meet a global demand for excellent programmes. The programmes are designed to ensure that students across the globe will be able to benefit from the same high-quality teaching and lectures as on our campuses in the UK. All teaching will be underpinned by the same rigorous standards and attainment targets we see with our UK-based programmes. Within this partnership, online course content, virtual teaching and tutoring, and other student services will continue to be provided by the University’s leading academics. Pearson will provide online course development; domestic and international student recruitment; learning management system hosting; student support, and retention services. The target students will be mid-career, working professionals who will study part time. These programmes will specifically target UK, North America, Europe, Japan, South Africa and South Korea amongst other countries and regions. Master of Business Administration Delivered by industry practitioners and underpinned by research, the MBA is a management programme recognised throughout the world; it is suitable for individuals who are seeking career progression or simply looking to broaden their knowledge. Delivered over a 24-month period the online programme draws on all aspects of the Faculty of Business and Law providing students with a well-rounded view of business with particular emphasis on strategy and leadership. The curriculum recognises the importance of leadership, innovation and sustainable/responsible business. Students study finance, marketing, HRM, operations management, global economics and strategic management. The programme culminates in a dissertation (empirical, consultancy or enterprise). The programme is taught through eight 15 credit units and a 60 credit dissertation. In addition there is an opportunity to attend an optional Executive Conference to develop teamwork and leadership skills.

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Master of Business Administration in Strategic Health and Social Care The management of health and social care services in hospitals and other related facilities is changing rapidly with government, funding bodies and healthcare insurance companies demanding greater accountability and efficiencies. Increasing complexity of the user/patient journey creates unique challenges for managers and leaders of health and social care services to respond to. Commissioning and purchasing of health related services, logistics, continuous professional development, accounting, legal and professional regulation along with increasing public scrutiny of health care systems require expert high quality strategic leadership and management functions. The MBA in Strategic Health & Social Care prepares the next generation of healthcare managers, leaders and entrepreneurs to think creatively in refreshing the delivery and quality of existing health and social care services and responding to future demands. In addition, there is an opportunity to attend an optional Executive Conference to develop teamwork and leadership skills. MSc Finance and Strategy This award is designed to develop the professional and academic capabilities associated with finance and strategy in an international arena. It is delivered in part-time mode, via distance learning over two years. Students will gain specialist knowledge relevant to aspiring and current managers through study of units, which encompass subjects such as corporate finance, strategy and leadership, governance, performance management, and corporate reporting. The programme team encourages students to focus on the relationship between theory and practice and places strong emphasis on the development of high level skills. Throughout the course, students are provided with opportunities to develop knowledge and skills related to business practice and are offered guidance and support via online portals. Students are able to pursue an accelerated entry route to the CIMA Professional Qualification and the globally recognised CGMA designation for individuals who hold an MBA or Master's in Accounting. This accelerated route means that on successful completion of the CIMA Gateway assessment, students need only sit and pass the CIMA Strategic level papers to gain the CIMA qualification. The programme seeks to address the significant changes that are happening in the business world that leaders of the finance function will be expected to address including technological change, effective governance and increasing demands for sustainable management practices and solutions. Ensuring employees future-proof their skills in the context of operational finance functions becoming increasingly automated through artificial intelligence and the rapid development in FinTech, Big Data and Cyber Security. As finance functions evolve in this new era, employees must ensure that they are adaptable to the changes and can inform, as well as interpret output from, automated systems. Communication and analytical skills are increasingly important in business and financial management as client expectations and hence relationships adapt in response to the capabilities of new technology. Graduates of this programme will be a valuable resource to their companies in being aware and ready, as part of a senior leadership team, to take advantage of opportunities and direct the firm

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in times of rapid change within finance and strategy. In addition there is an opportunity to attend an optional Executive Conference to develop teamwork and leadership skills. MSc International Human Resource Management The MSc in International Human Resource Management award is designed to develop the professional and academic skills and capabilities associated with HRM in an international context. It is delivered in part-time mode, via distance learning over two years. Students will gain specialist knowledge relevant to aspiring and current managers through the acquisition of knowledge that is aligned to relevant professional bodies. Units of study focus on areas such as management, resourcing, leadership, people development, performance and reward in a global context. There is an emphasis in all awards on the development of high-level skills, and on the relationship between theory and practice, with all awards including the opportunity to apply knowledge and skills to business practice. Students are also able to pursue CIPD accreditation with set professional standards recognised across the globe (*T&Cs apply). In addition, there is an opportunity to attend an optional Executive Conference to develop teamwork and leadership skills. MSc in Sport Business, Management and Policy This programme award is designed to develop students’ professional and academic skills within Sport Management and increase the capability of those who wish to develop these skills in Business, Management and Policy in the sector of Sport. Students will gain specialist knowledge relevant to those wishing to pursue a career in the sport sector. Units focus on areas such as strategy, management, marketing, sport events and business analytics. There is an emphasis on the area of sport policy which is important to those wishing to pursue a career in the UK or abroad in the area of Sport. There is an emphasis in all awards on the development of high-level skills, and on the relationship between theory and practice, with all awards including the opportunity to apply knowledge and skills to business practice within the Sport sector. This programme is modern and progressive and meets the demands of students and employers in an ever-changing world.

3 Awarding institution Manchester Metropolitan University

4 Home Faculty Faculty of Business and Law

5 Home Department/ School/ Institute

Postgraduate Professional and Commercial Department

6 UCAS/UTT code(s) N/A

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Masters (Level 7)

8 Alignment with University Curriculum Framework Curriculum Frameworks

Postgraduate

http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

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9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

University-wide provision is not available for Postgraduate programmes

10 Compliance with University Assessment Regulations University Assessment Regulations

Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

MSc International Human Resource Management only In order to be accredited against the Chartered Institute of Personnel and Development’s Advanced Knowledge Standards all units must be passed and no compensation (for marginal fail) is permitted.

12

Relationship with Faculty Foundation Year

N/A

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

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Awards

13 Final award title(s)

Master of Business Administration Master of Business Administration in Strategic Health and Social Care MSc Finance and Strategy MSc International Human Resource Management MSc Sport Business, Management and Policy

14 Combined Honours There is no Combined Honours provision within this programme specification

14a (i) Combined Honours Awards available eg: ● BSc/BA (Hons) AB ● BSc/BA (Hons) AB and XY ● BSc/BA (Hons) AB with XY

(ii) Single Honours Awards available through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations administered by this Programme Specification (ie “home” combinations)

N/A

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/A N/A

15 Interim exit awards and Subject title(s)

PG Cert in Business Administration PG Cert in Finance and Strategy PG Cert in International Human Resources Management PG Cert in Sport Business, Management and Policy PG Dip in Business Administration PG Dip in Business Administration for Strategic Health and Social Care PG Dip in Finance and Strategy PG Dip in International Human Resources Management PG Dip in Sport Business, Management and Policy

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

Pearson Education Limited.

Jointly delivered programme

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

Association of Applicants who have

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Chartered Certified Accountants (ACCA), Institute of Chartered Accountants of England and Wales (ICAEW), Institute of Chartered Accountants of Scotland (ICAS) or Chartered Institute of Management Accountants (CIMA).

successfully completed the specified professional examination requirements for their respective professional body (ACCA, ICAEW, ICAS or CIMA) will be exempt from taking four of the 15 credit units on the Global Online MSc Finance and Strategy programme. For students who have studied ICAEW or ICAS, the 60 credits of exemption relate to Corporate Reporting, Risk, Governance and Control, Performance Management and Control and Corporate Finance. For students who have studied ACCA, the 60 credits of exemption relate to Corporate Reporting, Risk, Governance and Control, Strategy and Leadership, and Corporate Finance. For students who have studied CIMA, the 60 credits of exemption relate to Corporate Reporting, Risk, Governance and Control, Strategy and Leadership and Performance Management and Control.

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

MSc International Human Resource Management Students will be eligible for accreditation against the Chartered Institute of Personnel and Development (CIPD) advanced level standards upon successful completion of the award.

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PG Dip in International Human Resources Management Students will be eligible for accreditation against the Chartered Institute of Personnel and Development (CIPD) advanced level standards upon successful completion of the award.

Master of Business Administration Master of Business Administration in Strategic Health and Social Care The MBA and MBA in Strategic Health and Social Care are currently accredited by AMBA until 2019. MSc Finance and Strategy Students will be eligible to take the CIMA Master’s Gateway Assessment

19 Date, outcome & period of approval of last PSRB approval/accreditation

Chartered Institute of Personnel and Development (CIPD) Date of last accreditation: 2015 Period of accreditation: 2015-2019

Association of MBAs Date of last accreditation: 2017 Period of accreditation: 2019 Chartered Institute of Management Accountants (CIMA) Date of last accreditation: 2017 Period of accreditation: 2019

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Approval Status

20 Date and period of approval of most recent Manchester Met review/ approval

(i) Date of Latest review/approval 14 March 2017

(ii) Length & Dates of Period of approval given In (i) above:

Years: 3

From: September 2017

To: August 2020

(iii) Major Modifications to Programme Specification since last review/approval 20 November 2017: Major Modification to add a new programmes: MSc Sport Business, Management and Policy Using new and existing units from the Masters in Management and Business Programme Specification. See Section G for further information

21 Next Scheduled Review Date: September 2020

22 Programme Specification effective date:

September 2017

SECTION B – OUTCOMES

23 Manchester Met Graduate Outcomes

On successful completion of their course of study Manchester Met graduates will be able to:

GO1. apply skills of critical analysis to real world situations within a defined range of contexts;

GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;

GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

GO5. manage their professional development reflecting on progress and taking appropriate action;

GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specifications 24 Programme Rationale

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Market research, including reviews by the British Council and The Knowledge Partnership, suggests that Transnational Education is growing far faster than UK campus based activity. This affords an opportunity to support the three key themes of Manchester Met international corporate strategy are to:

● Increase the international student community ● Develop graduates that are employable globally ● Raise the University's profile overseas

The Business School wishes to develop on line variants of existing programmes to enable :

● A wider access for international executive students ● Enhancing our reputation with potential students, accreditation bodies like EQUIS and

AACSB and others ● Developing our internal understanding and capacity in relation to technology-enhanced

learning which will benefit all school activity.

25 QAA Benchmark Statement(s)

QAA Master’s Degrees in Business and Management (2015)

26 Programme Specific Outcomes

(a) Final Award Learning Outcomes

To achieve an MBA award students should be able to demonstrate an ability to: • PLO1 - Analyse and compare the benefits of a number of strategies and techniques for addressing and solving business challenges. • PLO2 – Critically evaluate theoretical perspectives and contemporary research relating to aspects of organisational practice and performance. • PLO3 - Critically evaluate approaches to ethical and sustainable business for the benefit of organisations and society. • PLO4 – Critically evaluate a range of alternative ways of conceptualising the structure and management of organisations. • PLO5 - Analyse and evaluate the impact of context on business operations, stakeholders, organisational structure and performance. • PLO6 - Research and analyse aspects of business to improve organisational performance within a global competitive environment. • PLO7 - Analyse and critically evaluate financial and operational data on business performance. • PLO8 – Critically evaluate the strategic application of contemporary solutions to complex environment challenges in organisations. • PLO9 - Research and investigate strategic opportunities for organisational improvement. To achieve Master of Business Administration in Strategic Health and Social Care, students will be able to:

http://www.qaa.ac.uk/en/Publications/Documents/SBS-Business-and%20Management-15.pdf

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• PLO1 - Analyse and compare the benefits of a number of strategies and techniques for addressing and solving business challenges. • PLO2 – Critically evaluate theoretical perspectives and contemporary research relating to aspects of organisational practice and performance. • PLO3 - Critically evaluate approaches to ethical and sustainable business for the benefit of organisations and society. • PLO4 – Critically evaluate a range of alternative ways of conceptualising the structure and management of organisations. • PLO5 - Analyse and evaluate the impact of context on business operations, stakeholders, organisational structure and performance. • PLO6 - Research and analyse aspects of business to improve organisational performance within a global competitive environment. • PLO7 - Analyse and critically evaluate financial and operational data on business performance. • PLO8 – Critically evaluate the strategic application of contemporary solutions to complex environment challenges in organisations. • PLO9 - Research and investigate strategic opportunities for organisational improvement. • PLO10 – Analyse and critically evaluate the impact of the global healthcare context on management policy and practices across the range of health and social care provision • PLO11 – Critically evaluate commissioning and service quality in health and social care, in the transformation of management practices. On successful completion of the MSc Finance and Strategy, students will be able to:

PLO1. Apply critical thinking to the analysis of situations, draw appropriate conclusions and make recommendations for action PLO2. Be effective communicators PLO3. Apply a critical and reflective awareness of sustainability and ethical issues PLO4. Be professional and commercially prepared PLO5. Apply advanced specific knowledge, professional and research skills in addressing complex issues in finance and strategy.

On successful completion of the MSc International Human Resource Management, students will be able to:

PLO1. Apply critical thinking to the analysis of situations, draw appropriate conclusions and make recommendations for action PLO2. Be effective communicators PLO3. Apply a critical and reflective awareness of sustainability and ethical issues PLO4. Be professional and commercially prepared PLO5. Apply advanced specific knowledge, professional and research skills in addressing complex issues in international human resource management

On successful completion of the MSc Sport Business, Management and Policy, students will be able to:

PLO1. Apply critical thinking to the analysis of situations, draw appropriate conclusions and make recommendations for action

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PLO2. Be effective communicators PLO3. Apply a critical and reflective awareness of sustainability and ethical issues PLO4. Be professional and commercially prepared PLO5. Apply advanced specific knowledge, professional and research skills in addressing complex issues in sport business, management and policy

(b) Combined Honours Learning Outcomes Not Applicable for this programme

(c) Pass Degree Learning Outcomes Not Applicable for this programme

27 Interim Award Learning Outcomes

On successful completion of a Postgraduate Certificate in Business Administration, students will be able to:

● PLO1 - Analyse and compare the benefits of a number of strategies and techniques for addressing and solving business challenges.

● PLO2 – Critically evaluate theoretical perspectives and contemporary research relating to aspects of organisational practice and performance.

● PLO3 - Critically evaluate approaches to ethical and sustainable business for the benefit of organisations and society.

● PLO4 – Critically evaluate a range of alternative ways of conceptualising the structure and management of organisations.

● PLO5 - Analyse and evaluate the impact of context on business operations, stakeholders, organisational structure and performance.

● PLO6 - Research and analyse aspects of business to improve organisational performance within a global competitive environment.

On successful completion of a Postgraduate Certificate in Finance and Strategy, students will be able to:

● PLO1 - Apply critical thinking to the analysis of situations and draw appropriate conclusions

● PLO2 - Communicate in writing

● PLO3 - Be professional and commercially aware

● PLO4 - Apply advanced subject specific knowledge in finance and strategy.

On successful completion of a Postgraduate Certificate in International Human Resource Management, students will be able to:




● PLO4 - Apply advanced subject specific knowledge in international human resource

management

On successful completion of a Postgraduate Certificate in Sport Business, Management and Policy, students will be able to:

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● PLO4 - Apply advanced subject specific knowledge in sport business, management and

policy

On successful completion of a Postgraduate Diploma in Business Administration, students will be able to:

● PLO1 - Analyse and compare the benefits of a number of strategies and techniques for

addressing and solving business challenges.

● PLO2 – Critically evaluate theoretical perspectives and contemporary research relating to

aspects of organisational practice and performance.

● PLO3 - Critically evaluate approaches to ethical and sustainable business for the benefit of

organisations and society.

● PLO4 – Critically evaluate a range of alternative ways of conceptualising the structure and

management of organisations.

● PLO5 - Analyse and evaluate the impact of context on business operations, stakeholders,

organisational structure and performance.

● PLO6 - Research and analyse aspects of business to improve organisational performance

within a global competitive environment.

● PLO7 - Analyse and critically evaluate financial and operational data on business

performance.

● PLO8 – Critically evaluate the strategic application of contemporary solutions to complex

environment challenges in organisations.

On successful completion of a Postgraduate Diploma in Business Administration in Strategic Health and Social Care, students will be able to:

● PLO1 - Analyse and compare the benefits of a number of strategies and techniques for addressing and solving business challenges.

● PLO2 – Critically evaluate theoretical perspectives and contemporary research relating to aspects of organisational practice and performance.

● PLO3 - Critically evaluate approaches to ethical and sustainable business for the benefit of organisations and society.

● PLO4 – Critically evaluate a range of alternative ways of conceptualising the structure and management of organisations.

● PLO5 - Analyse and evaluate the impact of context on business operations, stakeholders, organisational structure and performance.

● PLO6 - Research and analyse aspects of business to improve organisational performance within a global competitive environment.

● PLO7 - Analyse and critically evaluate financial and operational data on business performance.

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● PLO8 – Critically evaluate the strategic application of contemporary solutions to complex environment challenges in organisations.

On successful completion of a Postgraduate Diploma in Finance and Strategy, students will be able to:

● PLO1- Apply critical thinking to the analysis of situations, draw appropriate conclusions

and make recommendations for action

● PLO2 - Be effective communicators

● PLO3 - Apply a critical and reflective awareness of sustainability and ethical issues

● PLO4 - Be professional and commercially prepared

● PLO5 - Apply advanced specific knowledge, professional and research skills to specific

business issues in finance and strategy.

On successful completion of a Postgraduate Diploma in International Human Resource Management, students will be able to:

● PLO1 - Apply critical thinking to the analysis of situations, draw appropriate conclusions






business issues in international human resource management.

On successful completion of a Postgraduate Diploma in Sport Business, Management and Policy, students will be able to:

● PLO1- Apply critical thinking to the analysis of situations, draw appropriate conclusions






business issues in sport business management and policy.

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SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

Master of Business Administration Part Time Year 1

Core Units

Code Occ Status

Unit Title No of credits

5T7Z0009 See Carousel Module None Leading, Managing and Developing People

15

5U7Z0006 See Carousel Module None Operations Management 15

5U7Z0002 See Carousel Module None Strategic Marketing 15

5R7Z0001 See Carousel Module None Accounting and Financial Management

15

5T7Z0017 See Carousel Module None Global Economic Environment * 15

5T7Z0011 See Carousel Module None Strategic Management * 15

5T7Z0015 See Carousel Module None Leading Change and Creativity in Organisations *

15

Part Time Year 2

Core Units

Code Occ Status


5T7Z0017 See Carousel Module None Global Economic Environment * 15

5T7Z0011 See Carousel Module None Strategic Management * 15

5T7Z0015 See Carousel Module None Leading Change and Creativity in Organisations *

15

5T7Z0101 See Carousel Module None Dissertation 60

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Option Units ‘Students will be given a choice of one elective dependant on unit delivery availability’

5T7Z0025 See Carousel Module None Performance * 15

5T7Z0024 See Carousel Module None Reward Management * 15

5K7Z0002 See Carousel Module None Governance, Risk and Control * 15

5K7Z0003 See Carousel Module None Financial Technologies * 15

5V7Z0002 See Carousel Module None Performance Management and Control*

15

5T7Z0078 See Carousel Module None Developing Skills for Business Leadership *

15

5T7Z0023 See Carousel Module None International Human Resource Management *

15

5T7Z0021

See Carousel Module None Global Resourcing and Talent Management *

15

5T7Z0022 See Carousel Module None Employee Engagement * 15

*These units will be studied either in Year 1 or 2, depending on the month of initial enrolment on the programme. On successful completion of the following Level 7 credits: 60 credits: Interim exit award – PG Certificate in Business Administration 120 credits: Interim exit award – PG Diploma in Business Administration 180 credits: Final exit award - Master of Business Administration

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Master of Business Administration in Strategic Health and Social Care Part Time Year 1

Core Units

Code Occ Status


5T7Z0009 See Carousel Module None Leading, Managing and Developing People

15

5U7Z0006 See Carousel Module None Operations Management 15

5U7Z0002 See Carousel Module None Strategic Marketing 15

5R7Z0001 See Carousel Module None Accounting and Financial Management

15

5T7Z0018 See Carousel Module None Transformational Leadership * 15

5T7Z0019 See Carousel Module None From Policy to Frontline Service * 15

5U7Z0007 See Carousel Module None Service Quality and Commissioning * 15

5T7Z0020 See Carousel Module None Incorporating Global Healthcare into the Organisation *

15

Part Time Year 2

Core Units

Code Occ Status


5U7Z0007 See Carousel Module None Service Quality and Commissioning * 15

5T7Z0020 See Carousel Module None Incorporating Global Healthcare into the Organisation *

15

5T7Z0018 See Carousel Module None Transformational Leadership * 15

5T7Z0019 See Carousel Module None From Policy to Frontline Service * 15

5T7Z0003 See Carousel Module None Dissertation – Strategic Health and Social Care

60

*These units will be studied either in Year 1 or 2, depending on the month of initial enrolment on the programme. On successful completion of the following Level 7 credits: 60 credits: Interim exit award – PG Certificate in Business Administration 120 credits: Interim exit award – PG Diploma in Business Administration for Strategic Health

and Social Care 180 credits: Final exit award - Master of Business Administration in Strategic Health and Social

Care

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MSc Finance and Strategy Part Time Year 1

Core Units

Code Occ Status


5R7Z0008 See Carousel Module None Critical Reading, Writing and Literature Research 15

5K7Z0001 See Carousel Module None Corporate Finance 15

5V7Z0001 See Carousel Module None Strategy and Leadership 15

5K7Z0002 See Carousel Module None Governance, Risk and Control 15


5V7Z0002 See Carousel Module None Performance Management and Control * 15

5K7Z0004 See Carousel Module None Corporate Reporting * 15

Part Time Year 2

*These units will be studied either in Year 1 or 2, depending on the month of initial enrolment on the programme.

On successful completion of the following Level 7 credits: 60 credits: Interim exit award – PG Certificate in Finance and Strategy 120 credits: Interim exit award – PG Diploma in Finance and Strategy 180 credits: Final exit award - MSc Finance and Strategy

Core Units

Code Occ Status



5V7Z0002 See Carousel Module None Performance Management and Control * 15

5K7Z0004 See Carousel Module None Corporate Reporting * 15

5R7Z0011 See Carousel Module None Philosophical and Methodological Approaches to Research

15

5R7Z0013 See Carousel Module None Dissertation 60

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MSc International Human Resource Management Part Time Year 1

Core Units

Code Occ Status


5T7Z0089 See Carousel Module None Leading, Managing and Developing

People 15

5T7Z0077 See Carousel Module None HR in Context 15

5T7Z0078 See Carousel Module None Developing Skills for Business Leadership

15

5T7Z0023 See Carousel Module None International Human Resource Management

15

5T7Z0021


15


Part Time Year 2

Core Units

Code Occ Status


5T7Z0021


15


5T7Z0079 See Carousel Module None Research Methods in Human Resource Management 15

5T7Z0071 See Carousel Module None Dissertation (HR) 60

Option Units Choose one from options listed

5T7Z0025 See Carousel Module None Performance * 15

5T7Z0024 See Carousel Module None Reward Management * 15

*These units will be studied either in Year 1 or 2, depending on the month of initial enrolment on the programme. On successful completion of the following Level 7 credits: 60 credits: Interim exit award – PG Certificate in International Human Resource Management

120 credits: Interim exit award – PG Diploma in International Human Resource Management 180 credits: Final exit award - MSc International Human Resource Management

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MSc Sport Business, Management and Policy (from September 2018) Part-time Year One

Core Units

Code Occ Status

Unit Title No of

credits

5X7Z0030 See Carousel Module None Sports Marketing * 15

5Z7Z0003 See Carousel Module None Business Analytics * 15

5S7Z0004

See Carousel Module None International Strategic Management * 15

5X7Z0031 See Carousel Module None Sport Policy and Politics * 15

5L7Z0018 See Carousel Module None Sport Business and Management * 15

5Z7Z0024 See Carousel Module None Sport Events Management * 15

457Z0059 See Carousel Module None Sport Law * 15

5S7Z0002

See Carousel Module None Critical Perspectives in Entrepreneurship * 15

Part-time Year Two

Core Units

Code Occ Status

Unit Title No of

credits

5X7Z0030 See Carousel Module None Sports Marketing * 15

5Z7Z0003 See Carousel Module None Business Analytics * 15

5S7Z0004

See Carousel Module None International Strategic Management * 15

5X7Z0031 See Carousel Module None Sport Policy and Politics * 15

5L7Z0018 See Carousel Module None Sport Business and Management * 15

5Z7Z0024 See Carousel Module None Sport Events Management * 15

457Z0059 See Carousel Module None Sport Law * 15

5S7Z0002

See Carousel Module None Critical Perspectives in Entrepreneurship * 15

5L7Z0019 See Carousel Module None Critical Literature Review in Sport 15

5L7Z0020 See Carousel Module None Research Methods in Sport 15

5L7Z0021 See Carousel Module None Research Project in Sport 30

*These units will be studied either in Year 1 or 2, depending on the month of initial enrolment on the programme. On successful completion of the following Level 7 credits: 60 credits: interim exit award – PG Certificate Sport Business, Management and Policy 120 credits: interim exit award – PG Diploma Sport Business, Management and Policy 180 credits: Final exit award - MSc Sport Business, Management and Policy

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SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

The graduates of these programmes will go on to pursue a wide range of careers across international business and finance sectors. The target market is early-career professionals seeking to enhance their career prospects in business and finance, therefore students will expect to progress to senior management positions in the medium to long term as a result of the skills and knowledge obtained through their study. The course teams work collaboratively in establishing curriculum content for each award, drawing on Subject Benchmarks, accrediting and professional bodies, current curriculum research, and developments in business practice. In this way they can establish a curriculum based on skills and knowledge that will maximise the opportunities for graduate success. In keeping with the University’s Strategy each award focuses on developing the ambition of its students, sustainability and the development of partnerships within and between the programme’s students. Thus, graduates are taking forward their careers with a distinctive set of capabilities. The course team maintains links with its alumni, increasingly facilitated by social networking tools and where possible may include alumni in direct involvement with future cohorts as guest speakers and/or providers of project contexts. The Postgraduate team works in cooperation with the Alumni Office, the Marketing Officers and Manchester Met International to draw up case studies of graduate careers (and their employers) that are used to guide applicants and current students. Where possible the DLHE is used for early career information. Student feedback provided in-course is used to assess the effectiveness of the programme in students’ perceptions of course quality, their employability and their confidence; and this is used to inform teaching, learning and assessment strategies, and future course developments.

30 Curriculum Design

The course teams work collaboratively to design a curriculum and form of delivery that prepares graduates for the business world and engages them during their online studies. In terms of curriculum, each award includes core units of specialist knowledge facilitating in-depth consideration of the award content. Where applicable, option units provide students with the opportunity to develop a particular area of specialist knowledge. The thinking around course delivery was learner-centred so as to provide Manchester Metropolitan University’s students with optimal opportunities for collaboration, progression and engagement. Induction Students’ first experience with the programme will be an induction unit, which begins two weeks before students’ first unit. The course teams were diligent in planning the induction unit to ensure it offers students a positive environment for the enthusiasm they have to start as a Manchester Met student and sets a baseline from which all students will be prepared to begin their programmes of study. Priority was placed on covering ten topics (such as “Your University”, “Course Navigation” and “Your Online Library”) that are chronologically categorised into the themes of “before you study”, “while you study” and “after you study” (detailed outline below).

http://www2.mmu.ac.uk/about/university-strategy/

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The induction uses multimedia so students can engage in these topics in a variety of ways. Further, Student Success Advisors will be supporting students’ completion of the induction unit to ensure that when they start on their first unit, they are well acquainted with the University’s services, the programme platform, their academic and non-academic support systems, programme specific content and Manchester Met’s expectations of them and their studies.

Research Methods Research Methods units are prioritised in each of the specific programmes but delivered in a way that is tailored to each programme’s specific needs. In all cases, Research Methods is delivered prior to the dissertation to ensure students have the research knowledge and skills required to effectively complete a dissertation. Academic Skills The academic skills contained within each unit are defined in the unit specification, mapped, and actioned through the teaching, learning and assessment strategy as indicated below. All academic skills that are needed in the unit’s assessment are backwards planned into learning activities throughout the unit so students can refine the specific academic skills. Moreover, a specific focus on academic skills is contained within research and skills-focused units which are specifically designed to develop research, academic and professional skills. Employability Skills Students taking the online MBA or MSc will be early to mid-career professionals looking to improve their employment prospects and with senior management levels as their objective.

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The programme modules will provide an opportunity to bring all candidates up to a level where they understand the latest management approaches in all core business areas together with the underpinning theories. This gives depth of knowledge for all students but is particularly valuable for those who intend using the programme as a career transition. The wide variety of teaching and learning approaches, especially group activities, are intended to lead to students developing as reflective managers with a toolkit which facilitates them questioning effectively and developing their skills independently throughout their future careers. The online MBA and MSc student base will be drawn from across the world and this will provide substantial opportunity for all students to interact and gain global exposure. From working in groups and in tutorials, they will learn to understand different cultures and gain new insights into global working environments. They will also be encouraged to widen their network of professional contacts through the student base and the wider alumni. In addition, to access to all resources from the University careers service, there will be other activities that will generally assist students to structure their ambitions and to present themselves effectively. Many students will be company sponsored and so care has to be taken concerning advice around seeking new employment opportunities. Nevertheless in addition to making available recordings of employability related master classes, held on campus, speakers, such as head-hunters and HR directors, will be invited to give closed sessions to students who attend the optional Executive Conference each year. Learning Assets The course teams worked to ensure programmes provide high-quality content in strategically-designed learning assets. Below is a table that outlines learning assets at each programme level:

Each programme includes: ● Programme homepage with written intro to the

programme ● Programme Lead introduction video* ● Programme handbook ● Orientation video ● Induction Space ● Dissertation Space ● Unit Menu ● Programme Announcements ● Blog & Twitter Feed

Each session includes: ● Session homepage with audio introduction* ● Three learning spaces (‘Prepare, Share, Develop’) ● Readings & Research: chapters and case studies ● Pre-knowledge check with automated feedback ● Interactivity (lesson presentation of bespoke screens with multimedia to introduce concepts and check students’ formative understanding) ● Live online seminar plus their saved recordings ● Group task with an audio recording of instructions to group task* and integrated collaborative tools needed to work with fellow online learners ● Discussion forum ● Extra resources (multimedia with collaborative bibliography) ● Post-knowledge check with automated feedback, some of which is hyperlinked to session assets for revision ● Personalised independent task with learning aids that automatically adapt based on a student’s post-knowledge check performance ● Reflection (journal)

Each unit includes: ● Unit homepage with written intro to the unit ● Unit Lead introduction video* ● Unit Announcements ● RSS feeds ● Assessment ● Consolidation ● eText ● Session Menu

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● VLE spaces: My Performance My Progress Syllabus Social Space Useful Links Teaching Guide Learner Surveys

● Individual progress tracking

Note: Dissertation unit includes: · Homepage · Live dissertation workshop plus saved recording

*transcripts, pdfs, and tasks can be downloaded

Modes of Delivery

Teaching will be delivered on a part-time basis via units taught in blocks of study. The order of units will vary across each intake dependent on the carousel they are following.

Each 15 credit unit will last for 8 weeks comprising 6 weeks of material including preparatory reading and quizzes, online tutorials and collaborative activities and post knowledge checks and tasks. Week 7 will be dedicated to consolidation of learning and revision with summative assessments held in week 8. The dissertation unit runs for 8 months with supervision provided on an individual basis to students.

In addition to the units, all students will be eligible to attend an optional Executive Conference to develop their teamwork and leadership skills.

Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session.

31 Learning and Teaching

The Faculty of Business and Law has articulated its approach to learning and teaching in a single strategy as presented below. Introduction and Philosophy Students who study at the Faculty of Business and Law benefit from excellence and consistency in learning, teaching and assessment and the strengths of the individual subject specific expertise of staff within a supportive and inclusive environment where all contributions are valued. This programme is designed to encourage students to think beyond their own personal performance and consider wider organisational and performance issues. Students are encouraged to analyse a range of factors, which are important in affecting organisations and industries. Providing a broader understanding of leadership in management and organisations is an important feature of the programme and is reflected throughout the teaching/learning and assessment. The Faculty of Business and Law Blend The Faculty of Business and Law student experience is distinctive and is built around ‘modelling professional behaviour’. This ‘immersive learning experience’ benefits our students in a number of ways including:

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● Courses that reflect current business practice and values that help students to develop continually as world class professionals.

● Courses that are accredited by professional organisations as recognition of our professional approach.

● A business professional approach to the delivery of learning and teaching that is built upon staff professional skills, research informed subjects and continuous professional development.

The key attributes of learning, teaching and assessment on our courses are:

● An emphasis on professional skills development with embedded curriculum links to employability skills developed as part of the learning, teaching and assessment process. A commitment to sustainability and developing students as responsible managers including the use of case based scenarios to develop professional judgements and ethics.

● Assurance of learning of programme level outcomes through authentic, relevant summative assessments based on the simulation of the professional environment. Supportive assessment processes such as rehearsing how to solve problems together with additional, front ended support in early assessments within each academic level of study.

● Alternative modes of learning to support the needs, learning styles and abilities of and to enable contributions from all of our students. A mix of alternative approaches such as video and audio introductions from the unit leaders, readings, interactives, self-knowledge checks, live seminars, group work, discussion forums, independent exercises and reflection. Student learning styles and choices can influence the approach relevant to their level of study that is agreed with their tutors.

● The consistent use of a wide range of digital resources including imaginative use of a virtual learning environment and digital library resources.

● Students will be able to draw upon work based learning opportunities through the use of their own employment opportunities, where applicable.

● Working in partnership with students to enhance their experience, including staff-student liaison meetings and regular student surveys of learning, teaching and assessment at a unit and course level. This is accompanied by staff reflection on the feedback and reporting back on student feedback throughout their studies.

Specific mechanisms through which this Strategy is enacted in this network are:

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● Provision of an induction unit to ensure preparedness of students for the expectations of the course.

● Early diagnostic and developmental work on writing skills to provide early feedback and to direct students to additional resources (e.g. Coaching for Academic English, The Writing Project, Student Support Officers).

● Learning based on case studies to encourage the relationship between theory and practice. ● The integration of staff in research clusters and research units into the postgraduate

teaching team. ● Opportunities for current faculty research to be included in delivery plans of units. ● Optional residential experiences ● Assignment tasks that encourage relationship to direct business experience. ● Development of reflective skills. ● Consideration of ethics in business and in the conduct of business research. ● Optimising the online mode of delivery in order to advance student learning through

collaboration, progression and engagement. Students collaborate regularly while working with classmates on the group task, engaging in dialogue during the live seminars and reading and replying to one another’s points of view in the discussion forum. Learning activities and platform technology allow students to weekly chart their progress on the unit. Within each week, students’ engage in a variety of learning assets, which provides the opportunity for them to engage with the material in different ways and mediums, which helps keep their interest and deepen their understanding. Further, the course engages with students through its inclusion of synchronous seminars and personalised instructions.

● The learning is: o scaffolded in a gradual release framework, which is a pedagogical decision based on

sound models such as Bloom’s taxonomy and Gagne’s learning theory. o Learner-centred, recognising that adult learners have diverse previous experience

that should be leveraged and built upon throughout the programme (which they are able to do in the platform’s profile and social space as well as collaborative work), are self-structured and independent, are generally extrinsically motivated, and expect relevant content to their individual world and experience (which they receive through the unit’s selected RSS feeds, up-to-date content, and live discussions).

o intuitively designed in an integrated technical infrastructure which is mobile responsive with enhanced navigation, clear instructional text about expected time on tasks, flexible routes through content and compatible with accessibility guidelines.

o complemented by learning analytics that enables real time intervention (analytics are established through the learner outcome framework which accounts for access and experience, timeliness of achievement, standard of achievement, and learner progression)

o continuously supported through students 1:1 relationship with student success advisors who take a proactive approach to know key deliverables and dates throughout the unit and maintain strong communication with students throughout

Although successful managers possess a range of abilities, the programme aims to develop those

https://www2.mmu.ac.uk/languagecentre/courses-for-our-students/coaching-for-academic-english/

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relating to the set that is often described as cognitive. e.g. rationality – a collective term that usually includes the ability to think logically; a disposition to weigh evidence; to evaluate information and ideas critically; to think independently; to form prudent judgments and make decisions; an ability to analyse and synthesise; the ability and disposition to solve problems; and, an ability to plan ahead. Assessment on the programme reflects a learning process based on two complementary approaches to management learning that we have developed at Manchester Met.

● The first is based on theories of learning and knowing that emphasise active learning, by which we mean experiencing, participating through discussion, problem solving, and working in groups on assignments, projects and case studies. Our experience is that students deepen their knowledge and understanding through engaging with real-life problems and the key to successful progression appears to be the element of review and critical reflection. This is a learning process where people alternate between ‘engagement’ and ‘critical detachment’.

● The second is based on the view that management learning can be made more effective if managers are exposed to methods of thinking and knowing from the social sciences. Research into management suggests that the problems and methods adopted by the social sciences to study human behaviour may not be very different from the skills and ideas adopted by effective managers.

This suggests that the knowledge and skills in professional development are multifaceted and the programme recognises these different dimensions. The assessment package as a whole is designed to assess achievement across a wide range of different knowledge and skills. A mix of assignments and examinations are used. After completing the taught element of the Programme, students undertake a dissertation relevant to their specialist subject stream.

32 Assessment

Applying the Strategy for Learning, Teaching and Assessment presented in section 31, assessment tasks have been balanced across each award to ensure that each student experiences a variety of assessment tasks, within each unit and across their course, appropriate to level 7 study. In line with the overall philosophy of our masters provision, assessment tasks are designed to develop both academic and professional competence, as appropriate to the subject domain. These tasks have been mapped to ensure this variety and to ensure that all programme learning outcomes (PLO) are both developed and assessed across each course. The level of achievement of students across the network in relation to each PLO will be audited and evaluated against a target. Where targets are not met, or where performance on a particular course is weak, actions will be taken through the Continuous Monitoring and Improvement Process to improve future achievement. Individual and Group Assessments Consideration has been taken of the balance between individual and group assessment; and in most cases where group assessment is used, individual outcomes can be arrived at through the identification of individual contribution and/or through a process of peer assessment. In cases where the outcome relates to the whole group there is a rationale in relation to professional development. The majority of assessment on all courses is individual. And within those individual

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assessments, a mix of assessment types are used throughout the programme of study. Inclusive Assessment Consideration is made, in assessment design, of the student body. Where possible course work tasks are related to student experience; whether this be work experience, national origins, or case studies. Where examinations are used, students are provided with opportunities for formative practice in relation to the style of examination (e.g. closed book, open book, case study based). Assessment Processes Students are provided with comprehensive coursework briefs, which clearly articulate the Programme and Unit Learning Outcomes to be assessed. Students are provided with assessment criteria for each element of coursework, with staff being guided by the University Standard Descriptors for level 7 in setting their criteria. The programme team has a robust system of internal and external moderation that conforms to the University procedures for the verification, marking and moderation of assessment. All coursework is submitted electronically via Turnitin. All examinations are marked by the unit teaching team and moderated anonymously. Feedback Formative feedback is provided through a range of activities throughout all units to ensure students and tutors are quickly and frequently monitoring student progress. Aligning formative assessment to summative assessment ensures student and tutor monitoring is an accurate indication of how well students are building relevant skills throughout the unit and in preparation for the summative assessment. Students receive feedback in the following ways:

● Knowledge checks and interactivities in each unit receive automatic feedback, which can even have deep links in the feedback that reference where the student can go to further revise.

● The live seminar, online discussion, and group task are chances for students to receive personalised feedback from the tutor and organically from fellow peers. While the reflection is an opportunity for students to critically think about their own practice in a way that elicits self-feedback, which is then enhanced by further guidance and support from the tutors during the period in which specific units are delivered.

● The personalised independent task benefits from both forms of feedback as students can compare their submission to exemplar answers plus learn from tutor feedback that is specific to their submission.

● The detail around these formative assessments (e.g., the output created could be written or oral and the tools needed could be a new mobile application or simply a digital document) is open so that they closely align with how students will be summatively assessed.

Overall, feedback is deeply embedded in the students' learning experience. The aim of the formative assessment within the units is to support students’ learning, both within the practical day-to-day nature of their own working environment as well as providing the necessary skills in developing critical capability when undertaking the more formal, summative academic assessments. Feedback on formative assessment usually, but not always, takes place during the delivery of each of the sessions through plenary and individual feedback. This enables effective

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learning to take place during the period when students have the maximum interaction with the relevant teaching teams. The formative feedback also serves to direct the students’ own research to help further both their career and academic development.

Summative Assessment

Each 15 credit unit will include a summative assessment submitted in week 8 of the teaching period. Students will receive feedback and grade within three weeks of submission. The dissertation will be submitted by students at the end of the unit i.e. after 8 months.

33 Inclusive Practice

This network complies with the University's Equality and Diversity Policy and relevant legislation regarding accessibility of learning opportunities. Staff seek to pre-empt students’ support needs through the provision of pre-course and induction information, and through early assessment and feedback. The Faculty has the resource of an International Student Support Officer in addition to the standard support mechanisms. In addition, there is a commitment to providing the learning in ways that are accessible to all learners: “An education provider has a duty to make ‘reasonable adjustments’ to make sure disabled learners are not discriminated against.’’[1] This includes “‘indirect discrimination’, e.g. only providing application forms in one format that may not be accessible.’’[2] Certainly, “Experience has shown us that it is better to consider accessibility at the beginning as well as throughout a process. It is often much more difficult to incorporate accessibility after a complex product has been completed and may be very expensive to achieve.’’[3] Therefore, a priority was placed on adhering to W3C Web Content Accessibility Guidelines (WCAG2.0), which uses conformance levels (A, AA, AAA) with 'A' being the lowest level of conformance and 'AAA' being the highest level of conformance. The programmes meet the following guidelines: Level A

● Offer text alternatives for all non-text based content. ● Offer alternatives for time based media (Audio and Video). Alternative information will be

provided for both audio and video in the form of transcripts either as downloadable text or HTML text for screen readers or captions.

● Ensure a simple layout for users to navigate (constrained by VLE but responsible for HTML) in terms of layout in the platform.

● Ensure the structure of the course and sequence is outlined in semantic mark-up and is therefore simple to read for screen readers.

● Use colour for aesthetics but not to convey information, outline structure, or elicit an interaction\action.

● Where audio and video is longer than 3 seconds, ensure that functionality is available to stop\play\pause, move forward\backward and control volume independent of the user’s operating system controls.

● Ensure all content is accessible through a keyboard and that learners can navigate the screen through focus.

● Keyboard focus can be used to navigate content on the screen. ● Ensure that the user can determine the purpose of hyperlinks.

Level AA

http://www2.mmu.ac.uk/humanresources/a-z/policies/equality-and-diversity-policy/

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● Use text to convey information/data (caption images), do not use images of text except for in Logos\branding\graphs.

● Offer multiple user journeys or user choice to access content via different routes. ● Use headings and learning unit headings to describe content on screen. ● Ensure that navigation is consistent across the course and within screens. ● Keep key components\functionality that is used throughout the courses consistent across

the courses. Level AAA

● Use a ratio of 7:1 foreground\background contrast to ensure learners can distinguish content easily.

Do not overlay text on patterned backgrounds.

The course is also inclusive in the sense that students on similar campus based courses were consulted in how to design the learning journey. It appealed to current students to be able to complete the course from a distance while having opportunities to come to campus. Further, students insight about learning assets, ordering, rigor, look and feel, etc. as well as data on student device usage all informed the course design structure. In addition, student data will be collected once students are live on the course, which will give future opportunities for students to be included in course design decisions. Taken together, consciousness of the programmes’ diverse audience - diversity in terms of prior learning, accessibility, culture, geographies, expected interaction with tutors, etc. - the course supports the wide range of learners through a variety of strategies. For example, the prior knowledge checks show tutors how much or how little students know about the weekly topics. Tutors can then provide the relevant intervention to ensure students can achieve the intended learning outcomes, the course passes accessibility tests, culture and geographies are designed for with attention being put on examples, imagery and multiple times for live sessions, and learners' expectation for tutor interaction is designed for in the online environment in the form of weekly live seminars.

[1] UK Government (a), (2015) Disability Rights, Available online: https://www.gov.uk/rights-disabled-person/education-rights [2] UK Government (b), (2015) Education, Available online: https://www.gov.uk/rights-disabled-person/education-rights [3] The Open University (2011) http://www.open.edu/openlearn/education/professional-development-education/accessibility-elearning/content-section-1.2

34 Technology Enhanced Learning

Teaching and learning will take place mainly through the Virtual Learning Environment (VLE). There will be a general area for each award, where key information is placed. This will include an introduction to the programme, induction resources, dissertation information, links to each individual unit area and an announcements forum for the dissemination of programme-level information. There is also a dedicated area in the Moodle area for each unit. Within the unit areas, a variety of mechanisms are used for teaching, learning and assessment. These include reading and research activities, knowledge check quizzes, live and recorded seminars, discussion fora, collaborative tasks with group workspaces, assessment details and assignment submission

https://www.gov.uk/rights-disabled-person/education-rights




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tools, reflection exercises and extra digital resources. Synchronous aspects of the course (live seminars) can be scheduled at various times during the week in order to cater for differing time zones, and they are recorded so in the instance that a student is not able to attend that week, he/she is able access the learning. There are comprehensive induction resources available for students that illustrate how to engage with the tools used in the delivery of the units. Should students have a question about anything technical, they can contact their student support and technical support teams which ensure online students have an equivalently supported experience as on-campus students. More specifically, the student support advisor team will be available by phone Monday to Friday 8am to 6pm, emails will be responded to within a maximum of 24 hours 7 days a week, and face-to-face contact is offered by Skype or Google hangout. In addition, queries that are specific to the technical functioning of the learning can be answered 24 hours a day, 7 days a week by the technical support team. Access to the course requires a computer, ideally a PC or Mac. The course is built to be mobile responsive, meaning it will work on mobile devices but a desktop or laptop will be beneficial for some virtual learning environment functionality to function optimally. The device will need an internet connection in order to access the virtual learning environment. As the units employ both audio and video resources, participants will also require speakers, microphone and video (webcam) in order to communicate with fellow classmates and their tutors. Students will be made aware of these skill needs in the course marketing, which will illustrate the learning journey. Students will also take surveys that ask students about their previous learning experiences, which ensures tutors, know their students' strengths, areas of need and comfort levels before the start of the programme. This will ensure tutors can help work them up to a point where students feel comfortable navigating the digital environment, which is an added benefit of learning in a technologically enhanced learning environment. Tutors will be equipped to upskill students in this way because for unit delivery, support and assessment, each programme team will undertake a half-day virtual training session before delivery starts, and there will be a follow-up meeting after the first teaching period to discuss and review the success of the first delivery and to make suggestions for improvements or changes.

35 Placement and/or Work-based Learning Activities

Not Applicable for this programme

36 Engagement with Employers

The programmes will target early career professionals and therefore it is envisaged that the students will have experience of employer engagement from their working lives. As outlined in section 30, students taking the online MBA or MSc will be early to mid-career professionals looking to improve their employment prospects and with senior management levels as their objective.

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Students will also be encouraged to widen their network of professional contacts through the student base and the wider alumni. The Faculty of Business and Law has an employer forum which provides guidance and support on programme design and delivery. Members of our alumni have provided feedback on the design of the master’s provision. Each course engages with employers dependent upon their professional body links. Some students have membership and access to local network for their professional body. All courses invite employers to contribute to their courses through guest lectures, with some taking a deeper role in providing assignment settings. Additional opportunities to engage with employers are provided through the Faculty of Business and Law masterclass series and through presentations by employers organised by the Faculty Placement and Employability team, and by the University Careers and Employability service, which will be made available wherever possible when events can be recorded live and for sharing. In addition, guest speakers and industry experts will be invited to attend the annual Executive Conference further enhancing the networking opportunities for students on the programmes.

37 Personal Development Planning

Students will be encouraged to critically reflect on their own personal development throughout the course of the programme, this being embedded within the design of the formative and summative assessment opportunities. In addition, students will have the opportunity each week to document their learning journey within the online reflective journal within their Moodle Area. It is envisaged that students will use this area to track their progression and reflect constructively on their personal development and planning. Success Advisors will discuss the reflective journal with students as part of the support that they provide. In addition, students can attend the optional Executive Conference where they can further consolidate their own personal development planning.

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SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

For the MBA courses the entry requirements are as follows: The course is designed with professionals in mind, and this is reflected in our entry requirements.

We welcome applicants who meet either of the criteria below:

Entry Criteria 1

● At least 3 years work experience ● A good degree (minimum 2.2) in any subject from a recognised University ● An equivalent academic or professional qualification, e.g. HND, CIMA, ACCA OR Entry Criteria 2

Many candidates mistakenly believe that they must already have a university degree to earn a

place on our MBA programme. This is far from the case. We will also consider candidates with:

● Significant management experience (ideally 10+ years) ● A substantial record of achievement in Business and Leadership

Interview

All new applicants will be interviewed as part of the admissions process and to meet AMBA requirements. Supporting references We ask candidates to provide at least one employer reference to support their application. This

should cover the last three years of employment. Candidates are welcome to include additional

employer or personal references.

English Language Requirements

English proficiency is an essential requirement for our MBA programme. If English is not your first

language, Manchester Met requests that you provide documentary evidence of your English

language ability. Our minimum requirements are:

● IELTS 6.5

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● TOEFL iBT 90 ● TOEFL paper-based test 577 ● Or, alternative qualifications as specified at English Language Requirements

The MBA accepts applications who have undertaken AMBA accredited MBA units, for accreditation of prior learning in accordance with the Manchester Met Policy for Recognition of Prior Learning (RPL) NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

For the MSc courses the entry requirements are as follows: Candidates must normally hold one of the following:

● A good degree (minimum 2.2) in a business related subject ● An equivalent academic qualification, accepted by the Programme Team as being

equivalent to a Second Class UK honours degree (or equivalent awarded by recognised institutions outside the UK)

● Significant management experience (ideally 10+ years) ● A substantial record of achievement in Business and Leadership ● A combination of qualifications and experience that demonstrates to the Programme Team

the necessary intellectual qualities and communication skills to study at Masters level ● A Certificate in Professional Studies: Management and Leadership or Human Resource

Management from Manchester Met (for MSc International Human Resource Management only)

Candidates are required to provide at least two references to support their application; one academic/employer and one personal. Applicants whose first language is not English and whose first degree was not taught in English may be required to produce evidence of English Language proficiency of IELTS 6.5 with no less than 5.5 in any paper, or alternative qualifications as specified at English Language Requirements Applicants for the MSc Finance and Strategy or MSc International Human Resource Management may submit a request for exemption form specific units of study in accordance with the Manchester Met Policy for Recognition of Prior Learning (RPL). The Faculty of Law and Business are totally responsible for setting admissions standards. It is current practice with applications that are totally within standard criteria that these are processed by the University central admissions team. In the respect of these on line programmes, Pearson provide a dedicated administration team which serves the same function. Therefore, where an application is totally within this criteria the Pearson team will process applications. Where there is any non- standard application then, as with all other programmes, that application will be referred to the Programme Leader for evaluation and a decision. This includes any requests for advanced standing. The Faculty of Law and Business will put in place appropriate checks

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through the Policy for Recognition of Prior Learning (RPL) to ensure that this process is being followed without exception.

39 Programme Specific Management Arrangements

This programmes will be managed by the Director of Global Programmes for the Faculty of Business and Law and Manchester Met Programme Leaders who will coordinate the units and liaise with Pearson Education Ltd and University administrative teams to ensure the effective delivery of the programme and quality of student experience. The Director of Global Programmes is responsible for the overall strategic oversight of all Global Online programmes within the Faculty of Business and Law. The Director has responsibility for ensuring consistency across programmes, adherence to quality procedures and sharing of best practice. The Director oversees marketing plans, induction plans and programme adaptations and liaises with programme leaders, relevant Manchester Met departments e.g. CASQE, CELT, LRT, Governance and with Pearson representatives to coordinate activities across all programmes. Pearson Education Ltd. provide a dedicated team responsible for non-academic Manchester Metropolitan University activities. They are responsible for the following areas :

● Course Design ● Managing the technology platforms ● Marketing ● Student Recruitment ● Student Support Services

Pearson have dedicated units within the Higher Education Managed Services to provide the services outlined above. With regards to the Management of a Specific programme all students will be assigned a Student Advisor who will be their main point of contact for all pastoral support. All students receive a welcome call and are provided with a Welcome Pack which includes the following information : · Introduction to Student Support Services

· Contacts for Student Support Services

· Virtual Learning Environment

· Who to contact

· Academic Calendar

· Finance and payment process

· Cancellations and Interruptions

· Learning Resources

· Technical Requirements

· Your 24/7 Technical Helpdesk

· Other Services

· Graduation


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· Next Steps

Manchester Met Programme Leaders will retain responsibility for the following areas, in

conjunction with unit leaders or centralised faculty teams

- Programme administration e.g. handbooks - Programme development and curriculum - Academic oversight - Academic staffing - Academic credit, degrees and graduation - Training for teaching online (in conjunction with Pearson and the Faculty Director of Global

Programmes)

The programme handbook will be sent with the welcome pack and any other information that Faculty decide they wish to supply such as recommended pre-reading. Pearson will check with academic departments that the handbooks are up to date before sending. A welcome webinar is hosted by the student support team using ON24 platform and is tailored to each Manchester Met programme. The webinar is an opportunity for the students to see the student support team and programme team on video. The content includes information about how to access the student services team, the structure of the programme, how to prepare to study online, what to expect in the programme and a brief introduction to the subject matter of the first module. The event is recorded and can be accessed asynchronously. Students are invited to ask questions and to chat to each other for the first time. This is also an opportunity to share documents, set talks, link to twitter, LinkedIn and Facebook pages and carry out polls and surveys. The Student Advisor (SA) will advise students on all pastoral matters relating to their studies ranging from straight-forward queries, through to long-term support facilitated through Manchester Met’s support services. The SA will, where possible, manage queries on a student’s behalf by contacting the relevant Manchester Met department or will introduce the student to the disability support service, counselling service or financial advisor for confidential one-to one advice. The nature of these consultations are not shared with the SA, unless the student chooses to themselves. Students are not informed that their SA is a Pearson employee; the SA has a personal Manchester

Met email and will contact students through a joint inbox.

Each award has a dedicated programme leader and administrative support through the Manchester Met Postgraduate and External Programmes team. Unit Leaders for each module prepare materials in conjunction with the University’s Centre for Excellence in Learning and Teaching. NB: see guidance on University’s Management of Programme Delivery

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf


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40 Staff Responsibilities

General Staff Responsibilities on this programme are operated in accordance with the University guidance on the Management of Programme Delivery. NB: the University’s Management of programme Delivery is available from the CASQE website Collaborative Partnerships Each Programme Leader will liaise with the Faculty Director of Global Programmes and Pearson Education Ltd. dedicated team of staff to manage non-academic aspects of the student experience that may impact retention and progression. Pearson Education Ltd provide a team wholly dedicated to the Manchester Met programmes. Training It is the intention that Pearson work together with the University’s LRT team to develop an online induction programme for new tutors for the on line programmes. This will be intending to cover areas including:

● Introduction to the learning design ● Using the learning platform ● Facilitation online learning ● Management and administration

Teaching and Delivery Each programme will have a dedicated Programme Leader to oversee the effective delivery of the programme and liaise with Pearson Education Ltd and the Faculty Director of Global Programmes. Each unit on the programme will have a Unit Leader responsible for material development and coordination of tutors. Unit Tutors will be responsible for delivering weekly tutorial sessions and supporting a tutorial group of up to 25 students.

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook and/or the Collaborative Partner Student Handbook In addition to the generic student support available at Manchester Met all students are assigned a Student Success Advisor (SA) from Pearson who acts as a one stop shop. The Student Advisor will advise students on all pastoral matters relating to their studies ranging from straight-forward queries through to long-term support in collaboration with Manchester Met. The SA will, where possible, manage a query on a student’s behalf by contacting the relevant Manchester Met department

Students are not informed that their SA is a Pearson employee; the SA has a personal Manchester

Met email and will contact students through the joint inbox.


http://www.mmu.ac.uk/students/

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/1617_CP_Student_Handbook.pdf

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Pearson store student data on their content management system (CRM), including information on

the student’s module choices, engagement, results and progression which is shared with the

Academic team at Manchester Met.

Programme Specific Support Students will receive a rich and detailed induction experience as outlined in section 30. Pre-Induction will be available two weeks prior to the student’s start date and there will be a series of Induction activities at the start of the course covering familiarity with the IT platforms, library access and a specific programme induction. All students will be provided with a programme handbook on Moodle relating to their chosen route/award title. This contains details of staff location and contact details; the route structure; all the core unit specifications; programme regulations and programme assessment criteria. Students will also be provided with an option guide, a Dissertation Proposal Guide and a Dissertation Handbook, which provides full details of the different types of dissertation; submission details and assessment criteria. Moodle will provide additional resources to support students in their studies. During induction, students will receive information on accessing on-line Library materials available to support their studies and will be actively encouraged to make use of these facilities throughout the programme. Unit reading lists linked to the on-line Library catalogue will be available on the Moodle area for each unit. Success Advisors are assigned to each student to ensure that they are supported in their personal development planning and to signpost pastoral, employability and academic support services. Progress Review Meetings consider student performance at the end of each stage and academic counselling is provided where necessary for these students. Students also have remote access to the Faculty Student Support Officer, International Office, Student Services, Careers Service and Faculty Careers Support Officer.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE Programme Specific Evaluation In order to ensure that the full student voice is heard, Staff-Student Liaison Meetings are held at least twice a year and will be conducted remotely through Adobe Connect. Taking time zones into account may require more than one Staff-Student Liaison Meeting to be held at different times in the day to ensure all geographical regions have equal opportunity to take part. A collated, summary report on student feedback is presented at the next Programme Committee which will also be streamed via Adobe Connect to allow Student Representatives to take part. Additional programme specific evaluation is undertaken in the form of:

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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● Informal communications between the student representatives and programme team including Student Success Advisors, Unit Leaders, Unit Tutors, and programme Leaders.

● Students will be invited to participate in relevant institutional surveys evaluating student satisfaction

● After each unit is taught for the first time and after the whole programme runs through once, Pearson Education Ltd training consultants do an engagement review with the tutors and create an outcomes report based on student and tutor qualitative data and quantitative data from the platform. This information feeds directly into the continuous monitoring and improvement process as it informs the conversation amongst partnership stakeholders to find what is successful within the programme and what changes need to be made to make it more successful.

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SECTION F – MAPPING

MAP I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)

Master of Business Administration

Knowledge and Understanding

Knowledge (K) Skills (S)



Strategic Marketing

Accounting and Financial Management

Global Economic Environment

Strategic Management

Leading Change and Creativity in Organisations

Elective Dissertation

A systematic understanding of relevant knowledge about organisations, their external content and how they are managed

K S

K K S

K S

K K S

K S

K S

K S

Application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation

K S

K S

K S

K S

A critical awareness of current issues in business and management which is informed by leading edge research and practice in the field

K S

K S

K S

An understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues

K S

K S

K S

Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management

K S

K S

K S

Ability to acquire and analyse data and information to, evaluate their relevance and validity, and to synthesis a range of information in the context of new situations

K S

K S

K S

Conceptual understanding that enables students to:

Evaluate the rigour and validity of published research and assess its relevance to new situations

K S

use existing research and scholarship to identify new or revised approaches to practice

K S

Ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process

K S

K S

K S

Ability to communicate effectively both orally and in writing, using a range of media (for example, orally, in writing and through digital media)

K S

K S

Ability to operate effectively in a variety of team roles and take leadership roles, where appropriate

K S

K S

The ability to take an international perspective including understanding the impact of globalisation on businesses, societies and the environment and the ethical implications.

K S

K S

K S

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Master of Business Administration in Strategic Health and Social Care



Leading, Managing

and Developing People


Strategic Marketing

Accounting

and Financial Management

Transformational Leadership

Service

Quality

and Commissioning

Incorporating Global

Healthcare into the Organisation

From Policy to the Frontline Service

Dissertation - Strategic Health and Social Care


K S

K K S

K S

K S

K S


K S

K S

K S

K S


K S

K S

K S


K S

K S

K S

K S

Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management

K S

K S


K S

K S



K S

use existing research and scholarship to identify new or revised approaches to practice

K S

Ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process

K S

K S

K S

K S

Ability to communicate effectively both orally and in writing, using a range of media (for example, orally, in writing and through digital media)

K S

K S

Ability to operate effectively in a variety of team roles and take leadership roles, where appropriate

K S

K S

The ability to take an international perspective including understanding the impact of globalisation on businesses, societies and the environment and the ethical implications.

K S

K S

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MSc Finance and Strategy



Corporate Reporting

Corporate Finance

Strategy and Leadership

Financial Technologies

Performance Management and Control

Governance, Risk and Control

Critical Reading, Writing and Literature Research

Philosophical and Methodological Approaches to Research

Dissertation


K S

K S

K S

K S

K S


K S

K S

K S

K S

K S

K S

A critical awareness of current issues in finance and management which is informed by leading edge research and practice in the field

K S

K S

K S

K S

K S

K S

K S

K S

An understanding of appropriate techniques sufficient to allow detailed investigation into relevant finance and management issues

K S

K S

K S

K S

K S

K S

K S

Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in finance and management

K S

K S

K S

K S

K S

K S

K S


K S

K S

K S

K S

K S

K S

K S

K S



K S

K S

K S

K S

K S

Extrapolate from existing research and scholarship to identify new or revised approaches to practice

K S

K S

K S

K S

K S

Ability to conduct research into finance and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process

K S

K S

K S

K S

K S

K S

K S

Ability to communicate effectively both orally and in writing, using a range of media

K S

K S

K S

K S

K S

Operate effectively in a variety of team roles and take leadership roles, where appropriate

K S

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MSc International Human Resource Management


Knowledge (K)


HR in Context

Developing Skills for Business Leadership

International Human Resource Management

Global Resourcing and Talent Management

Employee Engagement

Performance (Elective)

Reward

(Elective)

Research Methods in Human Resource Management

Dissertation (HR)

Skills

Skills (S)

A systematic understanding of relevant knowledge about organisations, their external context and how they are managed

K K K K K K K K

S S S S S S S S Application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation


K K K K K K K K


K

S Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management

S Ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations

Conceptual understanding that enables the student to:

K

S S S S S S S S S S evaluate the rigour and validity of published research and assess its relevance to new situations

S S extrapolate from existing research and scholarship to identify new or revised approaches to practice

S S ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process

S S ability to communicate effectively both orally and in writing, using a range of media

S S operate effectively in a variety of team roles and take leadership roles, where appropriate.

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ASSESSMENT /OUTCOMES MAP MAP II

Map guide: GO = Manchester Met Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

✓ insert as appropriate

Master of Business Administration Level 7 Leading,

Managing and Developing People Case Study – 3,000 words

Operations Management Project – 3,000 words

Strategic Marketing Assignment – 3,000 words

Accounting and Financial Management Assignment – 3,000 words

Global Economic Environment Contribution to Discussion Forum

Strategic Management Assignment – 3,000 words

Leading Change and Creativity in Organisations Assignment – 3,000 words

Elective Assignment task 1 (dependant on elective chosen)

Dissertation Assignment task 1 Research Proposal (4k words) and Project (15k words)

GO 1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

GO 2 ✓ ✓ ✓ ✓

GO 3 ✓ ✓ ✓ ✓ ✓

GO 4 ✓ ✓ ✓ ✓ ✓

GO 5 ✓ ✓

GO 6 ✓ ✓ ✓ ✓

GO 7 ✓ ✓ ✓ ✓

PLO 1 ✓ ✓ ✓ ✓

PLO 2 ✓ ✓ ✓ ✓ ✓ ✓

PLO 3 ✓ ✓ ✓

PLO 4 ✓ ✓ ✓

PLO 5 ✓ ✓ ✓

PLO 6 ✓ ✓ ✓ ✓ ✓

PLO 7 ✓ ✓ ✓

PLO 8 ✓ ✓ ✓

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PLO 9 ✓ ✓ ✓ ✓

Master of Business Administration in Strategic Health & Social Care

Level 7 Leading, Managing and Developing People Case Study – 3,000 words

Operations Management Project – 3,000 words

Strategic Marketing Assignment – 3,000 words

Accounting and Financial Management Assignment – 3,000 words

Transformational Leadership Podcast – 20 minutes

Service Quality and Commissioning Report – 3,000 words

Incorporating Global Healthcare into the Organisation Essay – 3,000 words

From Policy to the Frontline Service Essay – 3,000 words

Dissertation – Strategic Health and Social Care Assignment task 1 Research Proposal (4k words) and Project (15k words)

GO 1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

GO 2 ✓ ✓ ✓ ✓ ✓

GO 3 ✓ ✓ ✓ ✓ ✓

GO 4 ✓ ✓ ✓ ✓ ✓

GO 5 ✓ ✓

GO 6 ✓ ✓ ✓ ✓

GO 7 ✓ ✓ ✓ ✓

PLO 1 ✓ ✓ ✓ ✓

PLO 2 ✓ ✓ ✓ ✓ ✓ ✓

PLO 3 ✓ ✓ ✓ ✓

PLO 4 ✓ ✓ ✓ ✓

PLO 5 ✓ ✓ ✓

PLO 6 ✓ ✓ ✓ ✓ ✓

PLO 7 ✓ ✓ ✓

PLO 8 ✓ ✓ ✓

PLO 9 ✓ ✓ ✓ ✓

PLO 10 ✓ ✓ ✓

PLO 11 ✓ ✓ ✓ ✓ ✓

____________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________


MSc Finance and Strategy

Level 7 Corporate Reporting Consultancy Report 3,000 words 100%

Corporate Finance Group Assignment 3,500 words 100%

Strategy and Leadership Presentation 15 minutes 100%

Financial Technologies Essay 3,000 words 100%

Performance Management and Control Open Book Exam 3 Hours 100%

Governance, Risk and Control Case Study 3,000 words 100%

Critical Reading, Writing and Literature Research Literature Review 2,500 words 100%

Philosophical & Methodological Approaches to Research Structured Research Brief 2,500 words 100%

Dissertation

Research Proposal 8,000 words 15%

Dissertation 15,000 words 85%

GO 1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

GO 2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

GO 3 ✓ ✓ ✓ ✓ ✓ ✓

GO 4 ✓ ✓ ✓

GO 5 ✓ ✓ ✓ ✓

GO 6 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

GO 7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

PLO 1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

PLO 2 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

PLO 3 ✓ ✓ ✓ ✓ ✓

PLO 4 ✓ ✓ ✓ ✓ ✓ ✓ ✓

PLO 5 ✓ ✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓

____________________________________________________________________________________________________________________________


MSc International Human Resource Management

Level 7

Leading, Managing and Developing People Individual unseen examination (100%)

HR in Context Individual unseen examination (100%)

International HRM Individual Assignment (Essay) 100%

Developing Skills for Business Leaderships Individual Skills Portfolio Reflection and PDP (100%)

Research Methods in Human Resource Management Individual Research Proposal (100%)

Dissertation (HR) Individual Report (100%)

Global Resourcing and Talent Management Individual Assignment (Report) 100%

Employee Engagement Individual Assignment (Report) 100%

Performance (Elective) Individual Assignment (Essay) 100%

Reward Management (Elective) Individual Assignment (Essay) 100%

GO 1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ GO 2 ✓

GO 3 ✓ ✓ ✓

GO 4 ✓ ✓

GO 5 ✓ ✓ ✓

GO 6 ✓ ✓ ✓ ✓ ✓ ✓ ✓ GO 7 ✓ ✓ ✓ ✓ ✓ ✓ PLO 1 ✓ ✓ ✓ ✓ ✓ ✓

PLO 2 ✓ ✓

PLO 3 ✓ ✓

PLO 4 ✓ ✓ ✓

PLO 5 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

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SECTION G Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

PARM-17-035 Global Online Network Change of Title from: MSc International Finance and Management To: MSc Finance and Strategy And change of units being delivered

23 October 2017 January 2018 Students entering Level 7

FAQSC/17-18/16 MBA To add units from the MSc Finance and Strategy / MSc International HRM Programmes as electives on the MBA programme

26 February 2018 January 2018 Students entering level 7 from Cohort 1 (September 2017 start), Cohort 2 (January 2018 start) and all other cohorts going forward

FAQSC/17-18/16 MBA Non-Material Change for Global Online Network MBA Steam Option Units to include the following statement ‘Students will be given a choice of one elective dependant on unit delivery availability’ with option units being offered from the Finance &Strategy and IHRM streams. 5T7Z0025 Performance 5T7Z0024 Reward Management 5K7Z0002 Governance, Risk and Control 5K7Z0003 Financial Technologies 5V7Z0002 Performance Management Control 5T7Z0078 Developing Skills for Business Leadership 5T7Z0023 International Human Resource Management

26/02/2018 January 2018 Students entering Level 7 on the MBA stream

____________________________________________________________________________________________________________________________


5T7Z0021 Global Resourcing and Talent Management 5T7Z0022 Employee Engagement

Admin Change 4 All programme in Global Online Network

To ensure structures in the Global Online Network have 90 credits in each year

26/02/2018 January 2018 Students entering Level 7