MSc Occupational Safety, Health and Environment · MSc Occupational Safety, Health and Environment ... More detailed information on the learning outcomes, curriculum content,

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Faculty of Health, Psychology & Social Care

MSc Occupational Safety,

Health and Environment

PROGRAMME SPECIFICATION

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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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: 14th June, 2013

2 Effective date of Approved/Reviewed Programme Specification:

September 2013 – Aug 2019

3 This Version effective from: September 2016

4 Version number: 2013/ Version 4

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 H (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

Dissertation with Research Methods (32DRM001)

• MSc Nutrition & Health

• MSc Food Safety

• MSc Food Innovation

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

0 Brief Overview

(i) Brief Descriptive Summary

The new programme of Master of Science in Occupational Safety, Health and Environment reflects the increasing requirements of regulation and compliance knowledge and is aimed at graduates and experienced employees in a range of sectors including the food industry, retail, hospitality, events management, environmental regulatory enforcement and compliance, litigation and independent consultancy services. The employment opportunities are significant particularly given the development of regulatory autonomy models, and the wide-ranging civil and criminal aspects of the law in this area. The discipline of occupational safety and health management has grown exponentially and a specialist programme in Safety, Health and Environment will provide a focus for regional professionals in commercial, industrial and public employment to improve their knowledge and skill through either whole programme or unit enrolment. Postgraduate entry allows for more critical reflection and increased proficiency in problem solving and decision-making. (ii) Articulation of Graduate Prospects

Evidence of career progression is very strong when acquiring a Level 7 qualification in this field. This is evidenced by a number of graduates from MMU’s BSc Environmental Health programme who have gained Level 7 qualifications at other institutions and have progressed into higher lead management and consultancy roles as a direct result of attaining postgraduate qualification. Affiliation to a Professional Statutory and Regulatory Body makes this programme attractive to employers as well as individuals as regulatory autonomy and professional competence testing are increasingly adopted in business compliance models. PSRB accreditation through the Institution of Occupational Safety and Health will give students the opportunity to join the professional body on completion of the award, further enhancing employability prospects, as many roles require membership of this Institution. Employment opportunities are extremely varied and widespread and include – Occupational Safety and Health Consultant, Environmental Compliance manager, Occupational Health Manager, Environmental Risk Auditor, Safety and Health Risk Manager, Officers and middle management roles in

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local government, Environmental Health Compliance, Law specialists for Insurers and Administrators, major industry specialists in manufacturing, processing, warehousing, distribution and logistics sectors. There is no equivalent programme in the region. The political and commercial developments resulting from the Health and Safety Executive review and the Lofted Report are increasing employment opportunities for PSRB-accredited graduates in this discipline.

General Information

1 Overarching Programme Specification Title

Master of Science in Occupational Safety, Health and Environment

2 Final award(s)/title(s)

Master of Science in Occupational Safety, Health and Environment

3 Combined Honours Not applicable

3a (i) Combined Honours Awards available

(ii) Single Honours Awards available through Combined Honours

(iii) Approved Subject Combinations administered by this Programme Specification

N/A

3b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept.

N/A N/A

4 Interim exit award(s)/title(s)

• Postgraduate Certificate in Occupational Safety, Health and Environment

• Postgraduate Diploma in Occupational Safety, Health and Environment

5 Mode(s)

• Full Time

• Part Time

6 FHEQ position of final award(s) Master’s (Level 7)*

7 Awarding institution Manchester Metropolitan University

8 Teaching institution(s) Manchester Metropolitan University

9 Relationship with Foundation Year N/A

Administrative Details

10 Home Department/ School/ Institution

Department of Health Professions

11 Home Faculty Faculty of Health, Psychology & Social Care

12 UCAS code(s) N/A

Collaborative Arrangements

13 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/A N/A

Approval Status

15 Date, outcome and period of approval of most recent MMU review/ approval

(i) Latest review/approval The programme was approved on 14th June 2013

(ii) Major Modifications to Programme Specification

since last review/approval

N/A

16 Next Scheduled Review Date: 2018/19

17 PS/1 effective date: September 2016

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External References/Relationships

Programme Information

18 QAA Benchmark Statement(s)

There are no QAA benchmark statements that correspond directly to the contents of this Programme. The QAA Master’s Framework Subject Benchmark statement for Masters degrees in Business and Management refers specifically to degrees both specialist and generalist in nature. The Type 1 example refers to specialist masters degrees for either career entry or career development. It is difficult to place this programme within the framework, but reference to professional registration as an outcome of the programme is a benchmark in this standard. Thus, the programme would be reflected within the aims of this benchmark as it states that these programmes are often linked to professional institution qualifications and membership. The programme curriculum content is devised from consultation with the Institution of Occupational Safety and Health Higher, Level qualification curriculum requirements and the Strategic Review of Health and Safety legislation and enforcement in England 2012.

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

• Institution of Occupational Safety and Health (IOSH)

• Awarded Graduate Membership of IOSH if attain

• Postgraduate Diploma (120 Credits)

• Master of Science (180 credits)

20 Date, outcome and period of last PSRB approval/accreditation

N/A

21 University and Programme Educational Aims

(i) University Educational Aims

• To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

• To provide a supportive and inclusive learning environment which will enable success for all learners.

• To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

• To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

• To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

(ii) Programme Educational Aims The programme has been designed to produce postgraduates with the knowledge and skills who can:

• Identify a complex range of occupational safety and health and environment issues across a range of sectors and industries;

• Perform as competent, committed and self-motivated practitioners in the public, commercial and business environments;

• Devise and implement measures to control and minimise risks, communicating judgements to specialist and non-specialist audiences;

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22 Final Learning Outcomes

MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to:

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

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

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

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

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

• find, evaluate, synthesise and use information from a variety of sources;

• articulate an awareness of the social and community contexts within their disciplinary field.

Programme Specific Outcomes (i) Final Award Learning Outcomes MSc Occupational Safety, Health and Environment Students who have successfully completed the programme will be able to:

• become Graduate Members of the Institution of Occupational Safety and Health

• critically, effectively and professionally determine and apply techniques of investigation, monitoring and data analysis;

• critically determine and apply judgement and implementation to a range of settings in occupational safety, health and environmental protection;

• be in a position to take the BEBOH (British Examining Board of Occupational Hygiene) proficiency certificates in various occupational hygiene topics;

• demonstrate an evidence based approach to occupational safety, health and environmental protection;

• demonstrate a critical appraisal of the limits of knowledge;

• evaluate current policy, practice and research in occupational health, safety and environmental protection;

• perform as competent, committed and self-motivated practitioners in the public, commercial and voluntary occupational safety, health and environment sectors;

• maintain, record and reflect on their knowledge and skills throughout their career and appreciate the value and benefits of active professional development;

• demonstrate conceptual understanding that enables the student to evaluate the rigour and validity of published research and assess its relevance to new situations;

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

• demonstrate high personal effectiveness, critical self-awareness, self-reflection and self-management, and the ability to learn through reflection upon practice and experience;

• Recognise and address ethical dilemmas and social responsibility issues, applying ethical and organisational values to situations and choices.

23 Interim Award Learning Outcomes

The Postgraduate Diploma graduate will be able to:

• understand the evidence, methods and technologies within the occupational safety, health and environment sectors;

• apply for Graduate Membership of the Institution of Occupational Safety and Health

• develop critical evaluation and communication skills that are essential for work in business, health, community, consultancy and industry environments;

• demonstrate skills that will enhance their future employability prospects i.e. time-management, working under pressure, communication skills, working as a team;

• critically evaluate literature/media sources and compile evidence-based conclusions/advice;

• demonstrate the latest knowledge in occupational health, environmental protection, safety, regulatory control and regulatory autonomy;

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24 Teaching/Learning and Assessment Strategy

(i) Curriculum Design The programme has been designed to meet the needs of the current profession in the public and private sectors. It meets the PSRB’s criteria for approval and in doing so enhances the student experience and employment opportunities. The Institution of Occupational Safety and Health (IOSH) Higher Level Qualification Accreditation provides the criteria, which must be met for approval. Some of the IOSH’s underpinning and students from their prior undergraduate studies in a related field will have already achieved basic knowledge requirements. The curriculum has been designed to ensure that students further develop and integrate a broad range of skills needed to work in a range of sectors and industries. This includes valuable presentation, analytical and writing skills. The coursework for most units is underpinned by a complementary formative assessment, which will enable students to develop and reflect on their skill set. The degree offers in-depth study in full and part time modes in a specialist area. The content of the programme has a strong theoretical base, embedding previously acquired or new threshold concepts of knowledge through exposure to a range of skills relevant to practice. In relation to admission, the highly specialised nature of the programme and the requirements for membership of the professional body’s means that students must be able to demonstrate relevant professional experience or possess an appropriate qualification. The programme is designed to develop and enhance the professional competence in students who have some sector experience prior to enrolment. Applicants who do not have relevant professional experience will develop master’s level knowledge in the core subjects of occupational safety and health, in preparation for employment within the sector. There is an integrated teaching, learning and assessment strategy, which is explicit. All units aim to develop independence and to be challenging and personally rewarding. The assessments have been designed to meet the objectives of the MMU Strategy for Learning, Teaching and Assessment. This includes providing students with a range of transferable skills that will enable them to remain effective, lifelong, independent learners able to make a significant contribution to their employment. We have ensured that a range of assessments is included within the Appendix. The programme will fully exploit the opportunities provided by Moodle as a virtual learning environment to deliver content and to communicate and engage with students interactively by moderated forums, weekly assignments and regular messaging. Assessment is an integral part of the learning process and both formative and summative forms will be used. Each assessment will be clearly aligned with specified learning outcomes and provide students with the opportunity to demonstrate their range of skills. The level of competence required from students will increase as the programme progresses, the challenges become more demanding; this applies to independent and group work. The programme team will act promptly on feedback from internal and external examiners to maintain high standards and to ensure that students achieve the intended learning outcomes. Examples of summative assessments included within the proposed programme are:

• Literature reviews/discussion papers. Students will be provided with a clear and structured marking scheme and will submit their work with an ID number only (anonymously). Cover sheets are downloaded from Moodle.

• Reports are required in order to develop the students’ ability to interpret and evaluate results from practical sessions.

• Viva voce assessments are used to demonstrate judgement and professional skills of decision-making and rationale for decisions in a verbal and dynamic context.

The Postgraduate Certificate graduate will be able to:

• understand the evidence, methods and technologies within the occupational safety, health and environment sectors;

• develop communication skills essential for work in a business, health, community, consultancy and industry environment;

• demonstrate skills that will enhance their employment prospects i.e. time management, working under pressure and communication skills;

• evaluate literature and other sources and compile evidence-based conclusions;

• demonstrate understanding of the latest developments and knowledge in occupational health, safety, environmental protection and regulatory control;

• apply to the Institution of Occupational Safety and Health for Technical Level Membership.

http://www.celt.mmu.ac.uk/ltastrategy/

http://www.celt.mmu.ac.uk/ltastrategy/

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• Case studies will allow students to demonstrate integration of learning across subjects and apply developing professional skills to real scenarios.

• Research Projects will enable students to study one subject area in depth and develop essential time-management, communication, data analysis and analytical skills.

Examples of formative assessments included within the occupational safety and health programme are:

• In-class tests, for example mock tests, marked case studies, statistical tests (SPSS), production of educational material and laboratory experiments.

• Student presentations e.g. using AV technology or by poster presentation will develop communication skills and build confidence.

• Peer and self-assessment will develop critical analysis and evaluation.

• Group work demands team working skills and a professional attitude. The purpose of the assessment strategies used is to enable students to demonstrate that they have fulfilled the objectives of the programme of study, and have achieved the standard required for the award they seek. The following core subject areas must be delivered and outline objectives demonstrated to the PSRB in at least 80% of the subjects:

• Health, safety, policy and culture

• Communication and organisational competence

• Identification, assessment and control of health and safety risks

• Environmental management and audit

• Monitoring systems for health, safety and environment

• Audit and review of health, safety and environmental management systems The Personal Development Portfolio is an integral element of the programme that assists the student in setting and prioritising realistic goals for professional development and systematically records the outcomes of development activities. It is designed to inculcate the value and the benefits of active professional development as part of lifelong learning. It is also critical in developing a reflective learning approach. (ii) Programme Specific Assessment Criteria There is no specific assessment criterion; however, the programme is delivered to meet the outcomes of the PSRB curriculum requirements, which influences curriculum content.

25 Programme Structure

(i) Engagement with University-wide Provision

Not applicable (ii) Structures, 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

Master of Science in Occupational Safety, Health and Environment Full and part time routes. The programme has a logical rationale reflected in the incorporation of all the occupational health and safety model learning outcomes specified by the PSRB. This is also reflected in the interim exit award for the Postgraduate Certificate requirements. Level 7 (Full Time and Part Time)

Core Units

Code - Pre/Co-requisites

Unit Title No of credits

32RPM001 None Risk Perception and Management 20

32ASM001 None Applied Sciences for Public Health 20

32POM001 None Principles of Occupational Health and Safety 20

32OHM001 None Occupational Hygiene Management 20

32SMM001 None SHE Management & International Quality standards 20

32EMM002 None Environmental Management 20

32DRM001 None Dissertation with Research Methods 60

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On successful completion of the following Level 7 credits: 60 credits (comprising 3 x 20 credit units): Interim exit award: PGCert in Occupational Safety, Health and Environment To merit this award this must include the unit Environmental Management Otherwise: PG Certificate in Occupational Safety and Health 120 credits (comprising 6 x 20 credit units): Interim exit award;

PGDip in Occupational Safety, Health and Environment 180 credits (comprising 6 x 20 credit units and 1 x 60 credit unit): Final exit award; MSc in Occupational Safety, Health and Environment

26 Personal Development Planning

The QAA define Personal Development Planning (PDP) as “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”. Further information is available from the QAA website. PDP is:

• a structured process that is integral to learning at all levels

• concerned with learning in a holistic sense (in academic, personal and professional contexts)

• an inclusive process, open to all learners

• something that an individual does with guidance and support which decrease as personal capability is developed so that it becomes self-sustaining

• a process that involves self-reflection, the creation of personal records, and planning and monitoring progress towards the achievement of personal objectives

• intended to improve the capacity of individuals to communicate their learning to others (for example, academic staff and employers).

The key skills required by the PSRB upon successful completion of the programme will enable graduates to:

• Recognise that health and safety is a discipline where it is necessary to keep up to date through personal and professional development activities

• Appreciate the value and benefits of active professional development as part of lifelong learning and develop a reflective learning approach

This is intrinsic to the subject teaching and assessment throughout the programme and the programme leader is the primary focus point for the student body. There is an induction event at the beginning of each academic year to discuss teaching and learning plans for the coming year and to highlight professional opportunities. The programme leader and subject leader act as academic support and professional mentors for the student. Liaison between student, programme leader and student support services provides a comprehensive approach to salient learner development matters. This service also provides help for written English, CV development and application form guidance, along with the placement office in the Department. Students are encouraged by the programme leader to engage with these services. In terms of employability and professionalism, the PDP is embedded into the unit specifications. This is with particular reference to judgement making, evidence-based decision-making, effective autonomy, communication skills and demonstrating synthesis and application of knowledge in occupational health, safety and environment issues. The PSRB requires students to compile a personal development portfolio, which will contribute to a professional body’s requirements for continuing professional development (CPD). PDP is implicitly embedded into the programme as a requisite of the PSRB whereby students completing a Master’s degree should be able to:

• make sound judgements using evidence available

• be autonomous in decision making

• communication and present findings and decisions to specialist and non-specialists audiences

• advance their knowledge and understanding of risk and risk management

• demonstrate practical inspection and investigation skills in a professional manner These skills are evident in Risk Perception and Management; Occupational Hygiene Management; Applied Sciences for Public Health; SHE Management and International Quality Standards, Principles of Occupational Health and Safety.

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/PDPguide.pdf

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27 Placement and/ or Work-based Learning Activities

The programme aims to facilitate short work-based periods of experiential learning to take place during the programme at the mutual suitability of student and training provider. This is an organic and fluid offer of assistance to motivated students who wish to undertake some degree of practical work experience and aims to provide opportunity to support experiential learning to enhance employability. This would also enable students to satisfy elements within the IOSH personal development portfolio. This is an enhancement for students and operates outside of the programme structure. It is not a formal part of the programme. The intention is to utilise the close working links with local authorities, local industry and commercial businesses to facilitate the opportunity for short duration experiential learning opportunities for postgraduate students. This will be achieved by student-centred efforts and staff assistance where necessary to obtain short placements.

28 Programme Specific Admission Requirements

As taken from QAA (2010) requirements for entry into a specialised/advanced study MSc programme (including the circumstances in which accreditation or prior knowledge, understanding and skills may be used) will be defined by the institution. Consequently, these have been set to fall in line with QAA recommendations and are as follows: The MSc in Occupational Safety Health and Environment requires: Entrants who have a relevant first undergraduate degree of a 2:2 or above, or equivalent qualification acquired through previous study that is relevant to the specialism. In such cases, previous relevant work experience is not required. Entrants who have acquired experience through work or other means that enables staff responsible for admissions to be confident of the candidate’s ability to succeed in the programme. The assessment of experience and prior learning must be rigorous and open to scrutiny and will conform to the University Policy for the Accreditation of Prior Learning. 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

29 Approved Variations/Exemptions from University Regulations

N/A

30 Programme Management Arrangements

There is a structured course management arrangement with an identified programme leader, supported by academic staff with an appropriate level and breadth of knowledge and experience of health, safety and environment. Standard Programme Management arrangements are outlined in Management of Programme Delivery. Peer Review of Teaching is undertaken of both internal and external teaching staff to assess the quality of teaching within the Faculty. Arrangements for the professional development of academic staff exist within the University under a formalised process known as the PDR – Professional Development Review that is undertaken annually.

31 Staff Responsibilities

Standard staff responsibilities for roles associated with the management of a programme are outlined in Management of Programme Delivery. The Director of Taught Postgraduate Programmes is a Departmental wide role and shall be responsible for:

• All matters pertinent to the proper strategic operation of the Master’s portfolio, including developing plans for new programme introductions, programme development, programme approval, internal and external validations, etc.

• The development and operation of appropriate and effective promotional strategy to ensure that all programmes realise their market potential;

• The development and operation of a strategic recruitment strategy for all Master’s programme, including within the international market;

• Strategic approval of new programme developments and the maintenance of associated programme specification documentation;

• Coordination of strategic aspects of those collaborative partnerships with Master’s provision;

• Ensuring the programmes conform to the appropriate University guidelines in terms of quality assurance;

• Chairing the Programme Committee.

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

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



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32 Student Support Strategy

The Library provides information literacy (IL) training via face-to-face sessions, online tutorials within Moodle, the provision of IL content within the university-wide Skills Online Moodle resource and through help sheets and podcast content. The relevant subject librarian provides additional one to one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or email. The University provides comprehensive library, technical and practical facilities as core to programme delivery. Departmental policies ensure that the various mechanisms are in place to enhance the student experience, in academic, practical and pastoral ways and includes the following: Part-time students For students who wish to study the MSc part-time all units are taught on Wednesdays and Thursdays only. Student may select the units they wish to take and build up their credits over time. All lecture notes are also available online through Moodle. Students with Disabilities For students with a disability (including dyslexia) the University's Learning Support team offer advice about the support available and help them make the necessary arrangements. Students are encouraged to discuss their requirements as early as possible, so that the support strategies are in place in good time before the start of their programme. Employability The Faculty operates two Employability weeks in the academic year with a range of activities, field trips and visits by employers to help students with the employability agenda. The programme team will facilitate short duration placement and project work where applicable. Enrolment Information for students about enrolment procedures and arrangement for enrolment are communicated directly to the student through central admissions. Accommodation Links to Manchester Metropolitan University in-house and agency accommodation services are available on the university website. Finance Information for students about obtaining financial advice and support is available on the university website. Manchester Information about Manchester and useful links to Manchester sites is available on the university website and The Union MMU. The following support is also available to all students:

• Access to the Programme Leader who has a duty to ensure students are given all the relevant information about the support available;

• An individual copy of the Student Programme Handbook, which gives each student relevant information about where to get support;

• Induction programmes ensure that students are given information and advice on using the Library, ITCS facilities and details of academic support;

• Students are kept up to date with issues relating to their programme of study via the Programme Leader and/or Unit Leaders;

• Student group representatives are elected to the Programme Committee and are able to voice general concerns regarding learning and teaching;

• Unit Leaders are available with specific advice regarding their part of the syllabus;

• Personal tutors are available at any reasonable time and students meet with their personal tutors on a formal basis, where guidance and appropriate help is offered and confidentiality assured when requested;

• Students are introduced to all the University Student Services and are encouraged to seek the most appropriate help;

• The Faculty Student Support Officer also offers support on personal and academic issues, via individual appointments and by workshops;

• The Department also has a number of Disability Departmental Representatives to support and give guidance to students with a disability;

• On-line and Virtual Learning Environment material is available during the summer months, refresher sessions are offered during induction week and at the start of the autumn term.

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33 Student Evaluation

Student evaluation is critical to the programme outcomes and is essential to programme, unit and staff development where applicable. Student feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/learning strategies. Student observations are considered through the tutorial systems and the student voice is heard at both Staff Student Liaison meetings and the Programme Committee. Student representatives are encouraged to attend such meetings and receive training and support from dedicated Student Experience Tutors in the Faculty. The programme has a student representative to co-ordinate student opinion. The MMU Internal Student Survey and the Postgraduate Taught Experience Survey (PTES) is accessible to all students and is designed to elicit student’s views and opinions about their experience at MMU. The MMU Internal Student Survey, information from the PTES, International Student Barometer, and the data collected from the staff / student liaison and committee meetings provide essential information for the Continuous Improvement Plan. In order to maintain closer links with students at other times, a “Postgraduate Café” initiative has been introduced each term by the Department, facilitated by the Postgraduate programmes team, and aims to provide students with further opportunities to discuss any issues of concern and to assess the on-going student experience. Students will also be able to initiate additional meetings on request, thus issues can be speedily brought to the attention of the programme team and can be addressed promptly. The Programme complies with current institutional evaluation guidance. NB University information on Student Evaluation is available from the CASQE website

34 Engagement with Employers

Sector specific employer consultation and involvement is maintained and developed by:

• Employers, practitioners and industry wide alumnus being invited to deliver guest lectures.

• Maintaining relationships with lecturers and research staff in the Manchester Food Research Centre

and any Centre within MMU deemed relevant to this field of study.

• Consultation with employers on programme content e.g. Health and Safety Executive; Groundwork

Environmental.

• Links with employers for student projects.

• Short duration work-based learning opportunities with employers such as local authorities, Groundwork Environmental, NHS and private sector consultancies and employers.

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

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35 Points of Reference

Internal

University Policy documents:

University Mission and Strategic Aims

Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Postgraduate

University Curriculum Framework (Postgraduate)

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University’s Equality and Diversity policy

University guidance on collaborative provision

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

ICP for Placement and Work-based Learning

ICP for Collaborative Provision

Recruitment and Admissions Policy

Programme Specific Information:

Previous Programme Approval/Review/Modification Report (14th June 2013)

Staff Research

Departmental Professional/Industrial Advisory Committees

Staff/Student Liaison Committees

External

• QAA Subject Benchmark statement Master’s Degree in Business and Management

• QAA Frameworks for Higher Education Qualifications in England Wales and Northern Ireland

• The UK Quality Code for Higher Education

• External examiner reports

This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities 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 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.

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/

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

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

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/index.php

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf


http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf

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

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Masters-degrees-in-business-and-management.pdf

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2718

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code

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Appendix I

RELATIONSHIP TO SUBJECT BENCHMARK

BENCHMARKS

LEVEL 7

Knowledge and Understanding Mapping (K)

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f

Oc

cu

pa

tio

na

l

hea

lth

& S

afe

ty

En

vir

on

me

nta

l

He

alt

h

Dis

se

rtati

on

&

Re

se

arc

h

Me

tho

ds

Skills (S)

An in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical awareness of current issues and developments in the subject

K

S

K s

K

S

K

S

K

S

K

S

K

S

Cognitive skills of critical thinking, analysis and synthesis This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect falls logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately

The ability to complete a research project in the subject, which may include a critical review of existing literature in the subject or other scholarly outputs

K K

S

K

S

K

S

K

S

K

S

K

S

Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems. The ability to create assess and evaluate a range of options together with the capacity to apply ideas and knowledge to a range of situations.

Page 14 of 54

BENCHMARKS

LEVEL 7

Knowledge and Understanding Mapping (K)

Ap

pli

ed

Scie

nc

e

for

Pu

bli

c H

ealt

h

Ris

k P

erc

ep

tio

n &

Ma

na

ge

me

nt

Oc

cu

pa

tio

ns

Hy

gie

ne

Ma

na

ge

me

nt

SH

E M

an

ag

em

en

t

& I

nte

rna

tio

na

l

Qu

ality

Sta

nd

ard

s

Pri

ncip

les o

f

Oc

cu

pa

tio

na

l

hea

lth

& S

afe

ty

En

vir

on

me

nta

l

He

alt

h

Dis

se

rtati

on

&

Re

se

arc

h

Me

tho

ds

Skills (S)

Use initiative and take responsibility K

S

K

S

S

K

S

K

S

S

K

S

Effective communication, oral and in writing, using a rain of media which are used in the environmental health a public health sectors.

Solve problems in creative and innovative ways

S

K

S

K

S

K

S

K

S

K

S

K

S

Numeracy and quantitative skills including data analysis interpretation and extrapolation

Make decisions in challenging situations

K

S

K

S

K

S

K

S

K

S K

K

S

The ability to think critically and creatively and develop proposals/strategies to take ideas forward

Continue to learn independently and develop professionally

K K

S

K

S

S

S

S

K

S

Effective self- management in terms of time, planning, behaviour, motivation, self-starting, individual initiative and enterprise

Communicate effectively with colleagues and a wider audience in a variety of media

K

S

S

K

S K

K

S

K

S

K

S

Effective performance within a team environment, including leadership, team building, influencing and project management.

Page 15 of 54

Appendix II ASSESSMENT, EMPLOYABILITY AND SUSTAINABILITY MAP

Unit Title

Assessment Strategies Level 7

Employability and Sustainability Level 7

Ma

nd

ato

ry C

ore

Unit

Lab

ora

tory

Re

port

Ca

se S

tudy

Critiq

ue

Writte

n E

xam

inatio

n

Viv

a V

oce

Ora

l P

resen

tatio

n

Tech

nic

al R

epo

rt

Critica

l A

naly

sis

of R

eal

Wo

rld

Situ

atio

n

De

mo

nstr

ation

of

Pro

fessio

na

lism

and

Eth

ica

l

Aw

are

ne

ss

Co

mm

unic

ate

Effe

ctive

ly

usin

g a

Ran

ge

of M

edia

Ap

ply

Tea

mw

ork

and

Lea

de

rsh

ip S

kill

s

Ma

na

ge

Pro

fessio

na

l

De

velo

pm

ent

Eff

ective

ly

Fin

d,

Eva

luate

, S

ynth

esis

e,

and

Use In

form

atio

n

Wo

rk w

ith

in S

ocia

l,

En

viro

nm

enta

l a

nd

Co

mm

unity C

onte

xts

Use

Syste

ms a

nd

Sce

nario

Thin

kin

g

En

ga

ge

with

Sta

ke

ho

lder/

Inte

rdis

cip

linary

Pe

rsp

ective

s

Applied Sciences for Public Health C

Risk Perception and Management C

Principles of Occupational Health and Safety

C

Environmental Management C

Principles of Occupational Health & Safety

C

Page 16 of 54

Unit Title M

and

ato

ry C

ore

Unit

Lab

ora

tory

Re

port

Ca

se S

tudy

Critiq

ue

Writte

n E

xam

inatio

n

Viv

a V

oce

Ora

l P

resen

tatio

n

Tech

nic

al R

epo

rt

Critica

l A

naly

sis

of R

eal

Wo

rld

Situ

atio

n

De

mo

nstr

ation

of

Pro

fessio

na

lism

and

Eth

ica

l

Aw

are

ne

ss

Co

mm

unic

ate

Effe

ctive

ly

usin

g a

Ran

ge

of M

edia

Ap

ply

Tea

mw

ork

and

Lea

de

rsh

ip S

kill

s

Ma

na

ge

Pro

fessio

na

l

De

velo

pm

ent

Eff

ective

ly

Fin

d,

Eva

luate

, S

ynth

esis

e,

and

Use In

form

atio

n

Wo

rk w

ith

in S

ocia

l,

En

viro

nm

enta

l a

nd

Co

mm

unity C

onte

xts

Use

Syste

ms a

nd

Sce

nario

Thin

kin

g

En

ga

ge

with

Sta

ke

ho

lder/

Inte

rdis

cip

linary

Pe

rsp

ective

s

Safety, Health, Environment and International Quality Standards

C

Dissertation C

Page 17 of 54

SECTION H

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 (e.g. students entering Level 5 weft September 2014 onward)

1516-21 MSc Occupational Safety Health and Environment

SHE management and international quality standards 32SMM001. Change to assessment types and weightings: Current: CW1 portfolio (60%), CW2 report (40%) Proposed: Experiential portfolio (100%) and update to learning outcome 1.

30/06/2016 September 2016

All students entering level 7 with effect from September 2016

MMU Programme Specification: MSc Occupational Safety Health and Environment

Page 18 of 54

UNIT SPECIFICATIONS

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Unit Specification (Postgraduate)

Unit Code 32RPM001

Unit Title Risk Perception and Management

Unit

Abbreviation

RPM

Level of Study Level 7

Credit Value 20

ECTS VALUE 10

Home

Department


Unit

Coordinator

Gervase Gillibrand [email protected]

Keywords Risk perception, risk management, social amplification of risk, MICP, HAZOP, Fault tree

analysis

Unit Learning

Outcomes

On successful completion of this unit students will be able to:-

1) Demonstrate a critical understanding & interpretation of the principal concepts of risk, risk perception and risk management.

2) Critically evaluate the effectiveness of risk management systems in relation to complex health and environment issues.

3) Use a range of systematic methods for the control of specific health and environment issues.

4) Act autonomously to plan, implement and communicate control strategies in a professional way

Summative

Assessment

Element

(highlight

final

element)

Type Weighting Learning

outcomes

assessed

1 Development of a

practical tool for

40% 3 & 4

mailto:[email protected]


Page 19 of 54

use in risk

management

2 Examination 60% 1 & 2

Employability

and

Sustainability

Outcomes

Outcomes Element of

Assessment

Analyse real world situations critically 1, 2

Demonstrate professionalism and ethical awareness 2

Communicate effectively using a range of media 1

Apply teamwork and leadership skills

Manage own professional development reflectively

Find, evaluate, synthesise and use information 1,2

Work within social, environmental and community

contexts

1, 2

Use systems and scenario thinking 1, 2

Engage with stakeholder/interdisciplinary

perspectives

1, 2

Assessment

Strategies for

each Element

of Assessment

Development of a computer based systematic management tool to assist with

the control of a specific health or built environment issue 40%.

Written Examination 60%

Students will be assessed formatively during the seminar periods using various

means to gauge their level of engagement with this unit

Assessment

Criteria for

Unit/Elements

of Assessment

The coursework will assess all learning outcomes for this unit.

The criteria for assessment will be:

The ability to develop an idea and apply a suitable methodology to test the idea/hypothesis.

The ability to understand scientific concepts to a deep level and evaluate these.

The ability to select appropriate techniques/procedures and be aware of ethical implications.

To demonstrate evidence of independent learning.

Assignments will be marked employing criteria including evidence of

independent research ability at masters level; discriminating use of appropriate

reference material; quality of reasoning; comprehensive and balanced coverage

of subject; originality; clarity; level of critical analysis, appropriate structure and

development of argument(s), objective balanced reasoning; sourcing in text,


Page 20 of 54

extensive and comprehensive referencing, appropriate writing style;

presentation.

Non-Standard

Minimum

Pass Mark

N/A

Outline of the Unit

Brief Summary This unit provides students with an understanding of the principles and practices of

Risk management in the workplace.

Indicative Content Risk management philosophies for effective control and health protection

purposes

Effective management, control and evaluation of risk management systems:-

Major Incident Contingency Plans

Fault tree analysis

HAZOP

Complex Emergencies

Large-scale Health Programmes Appreciation of the need for effective partnership working in the local,

national and global environment, including the influences of social and

organisational culture and the health impacts of places of work.

The application of risk assessment procedures designed to identify the appropriateness of interventions in different workplace and community situations, and thus to bring about a reduction in the incidence of injury and disease through targeted risk management strategies.

Learning Activities

Breakdown of

Student Learning

Activity

Type of Activity %

Summative assessment 25%

Directed study 40%

Student-centred learning 35%

Teaching delivery (contact time) will include lectures and seminar

sessions, and will incorporate the use of VLE.

In addition, students will be expected to work and develop their learning

independently outside the formal contact time. The hours of learning will

be distributed as follows:

Mandatory

Learning &

Teaching

Requirements

None


Page 21 of 54

Learning Resources

Essential Reading Paul Hopkin and Institute of Risk Management; (2012) Fundamentals of

Risk Management: Understanding, Evaluating and Implementing

Effective Risk Management, 2nd edition, Kogan Page

Barton, H; Grant,M; Guise, R (2010) Shaping Neighbourhoods for Local

Health and Global Sustainability, 2nd edition, Routledge 978-0-415-

49549-3

Additional

Resources that

Students Should

Buy

None

Special ICTS

Requirements

Any Other

Additional

Resources

Fischoff, B and J Kadvany, J; (2011) Risk: a very short introduction, 1st

edition, OUP Oxford

HS(G)48 Reducing error and influencing behaviour, HSE Books, 1999

Management of Health and Safety at work regulations 1999

Merson, M; Black,R; Mills, A; (2012) Global Health Diseases, Programs,

Systems and Policies, 3rd Edition, Jones and Bartlett Learning

Pidgeon, N; Kasperson, R; Slovic, P; (2003) The Social Amplification of

Risk, Cambridge University Press

Slovic, P: (2000) The Perception of Risk, Earthscan Publications

Stranks, Jeremy, Health and Safety for Management, London: Highfield

2003

The Safety and Health Practitioner, Borehamwood (Herts): Paramount

Publishing, Wigston (Leics), Institute of. Health and Safety,

Tolley (2011) Health and Safety at Work Handbook 2012, Croyden: Tolley

Tolley (2001) Safety, Health and Environment Cases, Butterworths Tolley

Administration

JACS Code B920

Date of Approval

Date of Most Recent

Consideration


Page 22 of 54

Unit External

Examiner

Shaun Lundy

Unit Assessment

Board


Page 23 of 54


Unit Specification (Postgraduate)

Unit Code 32ASM001

Unit Title Applied Sciences for Public Health

Unit

Abbreviation

ASPH

Level of Study 7

Credit Value 20

ECTS Value 10

Home

Department


Unit

Coordinator

Anne Clayson [email protected]

Keywords Epidemiology, statistics, health, disease, toxicology, microbiology

Unit Learning

Outcomes

On successful completion of this unit students will be able to:

1. Evaluate appropriate epidemiological and research methods for the purpose

of gathering evidence to inform public health decision making

2. Critically asses the evidence on the health and wellbeing of a defined

population

3. Devise strategic interventions to improve the health of a defined population

4. Analyse exposure data to evaluate toxicological risks to population health

5. identify, implement and conduct the process of microbiological outbreak

investigation

Summative

Assessment

Element

(highlight

final

element)

Type Weighting Learning outcomes

assessed

1 Presentation 40% 2 and 3

2 Case Study based

written

examination

60% 1, 4 and 5



Page 24 of 54

Employability

and

Sustainability

Outcomes

Outcomes Element of

Assessment

Analyse real world situations critically 1 & 2

Demonstrate professionalism and ethical awareness 1 & 2

Communicate effectively using a range of media 1 & 2

Apply teamwork and leadership skills 2

Manage own professional development reflectively 1

Find, evaluate, synthesise and use information 1 & 2


contexts

Use systems and scenario thinking 1 & 2


perspectives

2

Assessment

Strategies for

each Element

of Assessment

This Unit is assessed by the submission of one 20-minute presentation and an

accompanying pamphlet (1500 words) (50%) and one 3 hour written

examination (50%).

The assessment strategy uses a case study approach for both assessments. The

presentation involves research of findings, and focuses upon the articulation of

findings and spoken rationale for interventions. The Case Study involves the

written and strategic planning of interventions demonstrable in an examination

setting. In both cases, evidence-based practice must be referenced.

Assessment

Criteria for

Unit/Elements

of Assessment

Learning outcomes will be assessed through the above assessment strategy.

Marks will be awarded according to the level at which the students has

achieved the learning outcomes e.g. 50% if achieved at only threshold level to

70% or more if outstanding. Specific criteria will be provided to the student in

the Unit Handbook on commencement of studies.


1. knowledge and understanding: for example: a clear understanding of the

relevant theory and use of appropriate tools, techniques or models; sound

knowledge of key concepts and links between them; arguments well reasoned,

theoretically underpinned and clearly articulated.

2. use of references and supporting material: for example: inclusion of relevant,

up to date references and supporting material; good balance of a wide range of

resources (i.e. academic and contemporary); references used and presented

strictly according to Harvard criteria.


Page 25 of 54

3. application and problem solving: for example: establishing clear aims and

objectives relevant to the assessment; ability to assess a range of appropriate

data sources and apply theory to inform practise,

4. presentation and organisation: for example: clarity; planned and logical

structure; flow and progression of ideas; professional presentation style; tables

/ figures / appendices as relevant to the assessment

Non-Standard

Minimum

Pass Mark

Not applicable

Outline of the Unit

Brief Summary Application of epidemiology, toxicology and microbiology, in identifying,

evidencing, and analysing concerns for human health, and implementing

measures to improve health.

Indicative Content The interrelationship between environmental stressors and health,

the principal diseases of public health significance, the mechanisms of spread and the ways in which they may be controlled

How to identify and prioritise health settings for targeted intervention

Reviewing current policy as exemplars of latest strategies into controlling physical, chemical and biological exposures

Evaluation methods for effective assessment of intervention outcomes

Critical appraisal of toxicological and epidemiological health risks

Aetiology of communicable and emerging diseases of public health significance

Outbreak control measures and techniques

Mechanisms of spread of disease and the role of immunisation in effective control: outbreaks, epidemics and pandemics; the concept of herd immunity; sterilisation and disinfection; isolation and barrier controls; disposal of infected waste

Evaluation of outbreak control efficacy

Microbial agents for disease including their toxins, in particular mycotoxins

Particulates and physical compound exposure

Chemical compound exposures

Avian, mammalian and insect vectors and pests

Public health roles in disaster Management

Pesticides and other organic chemicals

Learning Activities


Page 26 of 54

Breakdown of

Student Learning

Activity

Type of Activity %


Directed study 25%


Mandatory

Learning &

Teaching

Requirements

Not applicable

Learning Resources

Essential Reading Burnage,R 2011, Public Health Microbiology, Jones and Bartlett, London

Friis, H.R. 20012. Essentials of Environmental Health. Second Edition,

Jones and Barlett, London

Additional

Resources that

Students Should

Buy

None

Special ICTS

Requirements

None

Any Other

Additional

Resources

Aschengrau, A; Seague, G; 2008. Essentials of Epidemiology in Public

Health 2nd Edition, Jones and Bartlett Publishers, 076374025X

Bowling, A. Research Methods in Health: Investigating Health and Health

Services – 2nd edition – Open University Press, 2002 – 0335206433

British Medical Journal

Fox, Brian A., Brian Anthony. - Food science, nutrition and health / Brian

A. Fox and Allan G. Cameron. - 8th ed. - London : Edward

Friis, R. Sellers, T.2009. Epidemiology for Public Health Practice, 4th

edition – Jones and Bartlett Publishers, 0763751618

Ina S. 1999. . - 4th ed. - London : Baillière Tindall in association

International Journal of Environmental Health

Journal of American Public Health Association

Journal of Communicable Disease and Epidemiology

Magnus, M. 2008. Essentials of Infectious Disease Epidemiology, Jones

and Bartlett publishers, London


Page 27 of 54

Mckenzie, F.J., Pinger, R.R., Koptecki, E.J. 2012. An introduction to

community Health. Seventh edition. Jones and Bartlett. London

Merrill, 2012, Introdcution to Epidemiology, 6th Edition, Jones and

Bartlett, London

Naidoo, J. 2010. Developing Practice for Public Health and Health

Promotion, 3rd Edition, Elsevier publications

Richards, S. I. 2008. Principles and practice of Toxicology in Public Health,

Jones and Barlett. London

Administration

JACS Code B400

Date of Approval

Date of Most Recent

Consideration

Unit External

Examiner

Shaun Lundy

Unit Assessment

Board


Page 28 of 54


Unit Specification (Postgraduate/OPP Use Only)

Unit Code 32POM001

Unit Title Principles of Occupational Health and Safety

Unit

Abbreviation

POHS


Credit Value 20

ECTS

VALUE

10

Home

Department


Unit

Coordinator

Gervase Gillibrand

Rm 309 ext 2728

[email protected]

Keywords Occupational Health and Safety, Management, Law, Auditing

Unit Learning

Outcomes


1) Demonstrate an advanced knowledge of the regulatory risks & liabilities relating to OHS.

2) Critically interpret the principal legal provisions relating to OHSM 3) Act autonomously to plan & implement management strategies for

dealing with statutory requirements in a practical way. 4) Undertake synthesis and analysis of multifaceted scenarios and

recommend suitable solutions. 5) Communicate complex issues in a comprehensive and coherent style to

the full range of stakeholders.

Summative

Assessment

Element

(highlight

final

element)


assessed

1 Critique 40% All

2 Examination 60% All



Page 29 of 54

Employability

and

Sustainability

Outcomes

Outcomes Element of

Assessment


Demonstrate professionalism and ethical awareness 1,2

Communicate effectively using a range of media


Manage own professional development reflectively 1,2

Find, evaluate, synthesise and use information 1,2


contexts

Use systems and scenario thinking 1


perspectives

Assessment

Strategies for

each Element

of Assessment

A 3500 word critique/report on a chosen occupational health issue for

publication in a quality newspaper, trade journal etc.

40%

3 hour written examination 60%



Assessment

Criteria for

Unit/Elements

of Assessment






To demonstrate evidence of independent learning. Further contextualised to assess;

1. knowledge and understanding: for example, a clear understanding of the

relevant theory and use of appropriate tools, techniques or models, sound

knowledge of key concepts and links between them, arguments well reasoned,


2. use of references and supporting material: for example, inclusion of relevant,





Page 30 of 54

3. application and problem solving: for example, establishing clear aims and



4. presentation and organisation: for example, clarity; planned and logical




independent research ability at Master’s level; discriminating use of appropriate





presentation.

Non-Standard

Minimum

Pass Mark

N/A

Outline of the Unit

Brief Summary This unit provides students with an understanding of the legal requirements,

assessment and management of risks to occupational health and safety from

exposure to hazards.

Indicative Content The development, interpretation and enforcement of legislative provisions in

the UK

Occupational health and safety philosophies for effective control and health

protection purposes

Effective management, control and evaluation of risk management systems

for specific workplace environments e.g.:-

Construction industry

Gas and Oil industry

Public sector organisations

Food industry

Service industries Appreciation of the need for effective partnership working in the work

environment, including organisational culture and the benefits of ‘good work.’

Work-related exposures and ill health, incorporating The principles of health

hazard evaluation, monitoring and control

Learning Activities


Page 31 of 54

Breakdown of

Student Learning

Activity

Type of Activity %


Directed study 40%





independently outside the formal contact time.

Mandatory

Learning &

Teaching

Requirements

None

Learning Resources

Essential Reading COMAH regulations 1999


HS(G)65 Successful Health and Safety Management, HSE Books, 1991


Books

Ridley, J. Safety at Work, 6th Edition, Oxford: Elesvier Science, 2003

Stranks, Jeremy W., The Handbook of Health and Safety Practice, 5th

Edition, London: Financial Times/ Prentice Hall 2000


2003

Tolley, Health and Safety at Work Handbook 2012, Croyden: Tolley, 2011

Journals and Periodicals


Publishing, Wigston (Leics), Institute of. Health and Safety,

The unit tutor will recommend further resources throughout the

academic year.

Additional

Resources that

Students Should

Buy

None


Page 32 of 54

Special ICTS

Requirements

None

Any Other

Additional

Resources

Administration

JACS Code B920

Date of Approval

Date of Most Recent

Consideration

Unit External

Examiner

Shaun Lundy

Unit Assessment

Board


Page 33 of 54



Unit Code 32OHM001

Unit Title Occupational Hygiene Management

Unit

Abbreviation

OHM


Credit Value 20

ECTS Value 10

Home

Department


Unit

Coordinator

Gervase Gillibrand

Rm 309 ext 2728

[email protected]

Keywords Occupational Hygiene, management, control, assessment

Unit Learning

Outcomes

On successful completion of this unit students will be able to: -

1) Demonstrate an extensive understanding of policies & scientific strategies within the field of Occupational Hygiene.

2) Demonstrate an extensive understanding of the measurement and control strategies available for specific health hazards & risks in the workplace.

3) Evaluate the effectiveness of workplace control strategies for Occupational Hygiene management.

4) Deal with complex Occupational Hygiene issues, make sound judgements using the evidence available & communicate their decisions to specialist and non-specialist audiences.

Summative

Assessment

Element

(highlight

final

element)


assessed

1 Report 40% All

2 Viva Voce on

report

60% All

Employability

and

Outcomes Element of

Assessment




Page 34 of 54

Sustainability

Outcomes

Demonstrate professionalism and ethical awareness 1,2

Communicate effectively using a range of media 1,2



Find, evaluate, synthesise and use information 1


contexts

Use systems and scenario thinking


perspectives

1

Assessment

Strategies for

each Element

of Assessment

1) A 3500 word report on a specific work-based Occupational Hygiene hazard e.g. noise, asbestos, legionella spp etc. 40%

2) A voce viva on the strategies employed, findings and outcomes of the above work-based investigation. 60%



Assessment

Criteria for

Unit/Elements

of Assessment






To demonstrate evidence of independent learning. Further contextualised to assess:













Page 35 of 54










presentation.

Non-Standard

Minimum

Pass Mark

Not applicable

Outline of the Unit

Brief Summary This unit provides students with an understanding of the assessment and

control of risks to health from workplace exposure to hazards.

Indicative Content • Occupational hygiene philosophies for effective control and health

protection purposes

• Effective management, control and evaluation of risk management

systems for specific hazards:-

• Legionella

• Asbestos

• Hazardous substances

• Noise

• Ergonomics in the workplace

Appreciation of the need for effective partnership working in the work

environment, including organisational culture and the benefits of ‘good work.’

Work-related exposures and ill health, incorporating The principles of health

hazard evaluation, monitoring and control

Learning Activities

Breakdown of

Student Learning

Activity

Type of Activity %



Page 36 of 54

Directed study 40%


Mandatory

Learning &

Teaching

Requirements





Learning Resources

Essential Reading Tolley, Health and Safety at Work Handbook 2012, Croyden: Tolley, 2011


Publishing, Wigston (Leics), Institute of. Health and Safety

Additional

Resources that

Students Should

Buy

None

Special ICTS

Requirements

None

Any Other

Additional

Resources

K Gardiner & J M Harrington Occupational Hygiene 3rd edition

Blackwell's, Oxford, 2005

Ridley, J. Safety at Work, 6th Edition, Oxford: Elesvier Science, 2003

Stranks, Jeremy W., The Handbook of Health and Safety Practice, 5th

Edition, London: Financial Times/ Prentice Hall 2000


2003

COSHH regulations 2002

Control of asbestos regulations 2006

Control of lead at work regulations 2002

Control of noise at work regulations 2005

COMAH regulations 1999


Manual Handling Operations regulations 1992

Health and Safety (Display Screen Equipment) regulations 1992

HS(G)65 Successful Health and Safety Management, HSE Books, 1991



Page 37 of 54

Administration

JACS Code B920

Date of Approval

Date of Most Recent

Consideration

Unit External

Examiner

Shaun Lundy

Unit Assessment

Board


Page 38 of 54



Unit Code 32SMM001

Unit Title SHE Management & International Quality Standards

Unit

Abbreviation

SMIQS

Level of Study 7

Credit Value 20

ECTS Value 10

Home

Department


Unit

Coordinator

Dr H Musa Room 308 ext 2781

[email protected]

Keywords Health Safety and Environment, Environmental Management systems,

Environmental Impact Assessment

Unit Learning

Outcomes


1. Demonstrate synthesis and application of knowledge in implementation and communication of control strategies to eliminate, reduce or mitigate the risk to safety, health and the environment.

2. Undertake problems solving task in relation to complex SHE problems 3. Evaluate the effectiveness of ISO quality systems and management

control strategies 4. Discuss the need for partnership working for the effective investigation,

evaluation, control and management of ISO systems 5. Evaluate the legal controls in place pertaining to SHE management and

international standards

Summative

Assessment

Element

(highlight

final

element)


assessed

1 Experiential

Portfolio

100% 1,2,3,4

Employability

and

Sustainability

Outcomes

Outcomes Element of

Assessment

Analyse real world situations critically 1



Page 39 of 54

Demonstrate professionalism and ethical awareness 1






contexts

1



perspectives

Assessment

Strategies for

each Element

of Assessment

Assessment number Outcomes Weighting Assessment type

1 ALL 100% Portfolio

Students are to record their answers on the Activity space provided. When all

the activities are completed, you are to submit a hard copy of the portfolio to

the student life office and upload an electronic copy onto the unit Moodle

section created.

The aim of the portfolio is to allow student the opportunity have insight into the

step required to implementing an environmental management system that will

ultimately address the requirements of the International Standard ISO

14001:2004 or the European Union’s Eco Management and Audit Scheme

(EMAS).

This will be achieved by using the phased approach defined in British Standard

BS 8555:2003 and other material.

Assessment

Criteria for

Unit/Elements

of Assessment


Quality and originality of issues selected

The ability to understand scientific concepts to a deep level and

evaluate these.

The ability to select appropriate techniques/procedures and be

aware of ethical implications.

To demonstrate evidence of independent learning.

Reliability, validity and relevance of any empirical findings and the

appropriateness of the conclusions

Further contextualised to assess;

1. Knowledge and understanding: for example, a clear understanding of the


knowledge of key concepts and links between them, arguments well-

reasoned, theoretically underpinned and clearly articulated.


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2. use of references and supporting material: for example, inclusion of

relevant, up to date references and supporting material; good balance of a

wide range of resources (i.e. academic and contemporary); references used

and presented strictly according to Harvard criteria.


objectives relevant to the assessment; ability to assess a range of

appropriate data sources and apply theory to inform practise,


structure; flow and progression of ideas; professional presentation style;

tables / figures / appendices as relevant to the assessment

Non-Standard

Minimum

Pass Mark

N/A

Outline of the Unit

Brief Summary This unit examines internationally recognised standards of control and

management of SHE issues, and analyses the strategies to manage and

ameliorate environment and safety risk.

Indicative Content ISO 14001 and ISO 18001

Health and safety management systems

Environmental management systems

Environmental impact assessment

Cause and effect analysis

Life-cycle Analysis

Disaster management

Learning Activities

Breakdown of

Student Learning

Activity

Type of Activity %


Directed study 50%


Mandatory

Learning &

Teaching

Requirements

None

Learning Resources


Page 41 of 54

Essential Reading 1. N Sadiq, 2012.OHSAS 18001 Step by Step: A practical guide, IT

Governance

2. Management of health and safety at work: management of "Health and

safety at work regulations 1999" : approved code of practice and

guidance L21, Second edition, HSE Books. Sudbury, Suffolk 3. Tisley, S. and Pillai 2006. Environmental management systems:

understanding organizational drivers and barriers. Earthscan, London 4. Farmer, A. 1997. Managing environmental pollution. Rutledge

environmental management series. Routledge, Oxon.

Additional

Resources that

Students Should

Buy

Special ICTS

Requirements

NA

Any Other

Additional

Resources

G Hunt, C Green, D Smith 2008, Mananging Safety the systems way 4th

edition: implementing BS OHSAS 18001:2007, British Standards Institute

S Asbury, 2007, Health and Safety, Environment and quality audits, A risk

based approach.2nd Edition. A Butterworth-HeinmannTitle

Ridley, J. 2003. Safety at Work, 6th Edition, Oxford: Elesvier Science,

Smith, I.T.1993. Health and safety: the new legal framework,

Stranks, Jeremy W. 2000. The Handbook of Health and Safety Practice,

5th Edition, London: Financial Times/ Prentice Hall

Stranks, Jeremy, 2003. Health and Safety for Management, London:

Highfield

Tolley's health and safety at work handbook (2003), 12th edition,

Croydon: Tolley

Harrison, R.M 2005. Understanding our environment: an introduction to

environmental chemistry and pollution. Third edition. Royal Society of

Chemistry.

Hunt, D, Johnson, C. 1995. Environmental management systems:

principles and practice. McGraw-Hill Publishing Co.

Administration

JACS Code B920

Date of Approval


Page 42 of 54

Date of Most Recent

Consideration

Unit External

Examiner

Shaun Lundy

Unit Assessment

Board


Page 43 of 54


Unit Specification

UNIT CODE 32EMM002

UNIT TITLE Environmental Management

UNIT ABBREVIATION EM

LEVEL OF STUDY Level 7

CREDIT VALUE 20

ECTS VALUE 10

HOME

DEPARTMENT


UNIT

COORDINATOR

Gervase Gillibrand

Rm 309 ext 2728

[email protected]

KEYWORDS Environmental management, noise, air quality, contaminated land, waste,

water, manufacturing

UNIT LEARNING

OUTCOMES


1 Demonstrate an extensive understanding of the development and application of the principal concepts/ legal requirements of Environmental Protection.

2 Deal with complex environmental issues, making strategic judgements using the evidence available.

3 Critically analyse the role of employers, proprietors, employees and regulators in relation to social, political & cultural influences for intolerable and acceptable risks.

4 Communicate specialist subject knowledge systematically, effectively and precisely in a variety of formats and contexts.

SUMMATIVE

ASSESSMENT

Element

(highlight

final

element)


assessed

1 Case study 50% 1, 2 and 4

2 Examination 50% 1, 2 and 3



Page 44 of 54

EMPLOYABILITY

AND

SUSTAINABILITY

OUTCOMES

Outcomes Element of

Assessment


Demonstrate professionalism and ethical awareness 1, 2


Apply teamwork and leadership skills 1




contexts



perspectives

1,2

ASSESSMENT

STRATEGIES

FOR EACH

ELEMENT OF

ASSESSMENT

Assessment

number

Outcomes Weighting Assessment

type

1 1, 2, 4 50% Case Study

2 1, 2, 3 50% Exam

Assessment 1 – Scenario based report on a specific case study (3500 words)

e.g. contaminated land & presentation on the findings

Assessment 2 – 3 hour written examination



ASSESSMENT

CRITERIA FOR

UNIT/ELEMENT

S OF

ASSESSMENT






To demonstrate evidence of independent learning. Further contextualised to assess;






Page 45 of 54

















presentation.

NON

STANDARD

MINIMUM PASS

MARK

N/A


Page 46 of 54

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit provides students with an understanding of the principles and

practices of environmental protection and management.

INDICATIVE

CONTENT

The development of philosophies, legislation and enforcement strategies for

effective control and health protection purposes

Effective management, control and evaluation of management systems and

planning in:-

Air Quality

Noise

Contaminated land

Water

Waste disposal

Energy

Food production

Emergency and disaster planning

The application of risk assessment and management procedures designed to

identify the appropriateness of interventions in different situations, and thus

to bring about a reduction in the incidence of injury and disease through

targeted environmental management strategies.

LEARNING ACTIVITIES


Page 47 of 54

BREAKDOWN OF

STUDENT LEARNING

ACTIVITY

Type of Activity

%

Summative assessment

25%

Directed study

40%

Student-centred learning

35%





MANDATORY

LEARNING &

TEACHING

REQUIREMENTS

None

LEARNING RESOURCES

ESSENTIAL READING Hyde, P and Reeve, P (2011) Essentials of environmental management,

3rd edition IOSH services Ltd

Eccleston, C and March, F. (2011) Global Environmental Policy:

concepts, principles and practice, CRC Press

ADDITIONAL

RESOURCES THAT

STUDENTS SHOULD

BUY

None

SPECIAL ICTS

REQUIREMENTS

ANY OTHER

ADDITIONAL

RESOURCES

Bell, S & McGillivray, S., 2008, Environmental Law, 7th edition, OUP

Oxford

Bate, R., 1999, What Risk? Science, Politics and public health, 2nd Edition,

Butterworth Heinemann

Bies, D., Hansen, C., 1997, Engineering Noise Control – theory and

practice, 2nd Edition, E&FN Spon


Page 48 of 54

Fris, R., 2012, Essentials of Environmental Health, 2nd Edition, Jones and

Bartlett Learning

Glasson, J. et al. 1997 Introduction to Environmental Impact Assessment.

UCL Press.

Palmer S et al; 2005; Risk of Congenital Anomalies after Opening of

Landfill Sites, Environmental Health Perspectives, Vol. 113:10

Stewart J.A et al; Public Concerns regarding the effects of Nantygwyddon

Landfill Site on the Incidence of Non Hodgkins Lymphoma In the South

Wales, Rhonnda Valley, Welsh Cancer Intelligence And Surveillance Unit,

Cardiff

Purchon D. 2001;Independent Investigation Nantygwyddon Landfill Site,

The National Assembly For Wales, 2001

An Evaluation of the Environmental Health Services Assessment Process,

Agency for Human Toxic Substances and Disease Registry, 2002.

Assessing Chronic Health Risks from Stationary Source Air Emissions in

Volgograd, Russia: A Case Study in Quantitative Health Risk Assessment.

The Volgograd Health Risk Assessment Working Group Development

Discussion Paper No. 601; September 1997

Web Sites

http://www.defra.gov.uk/environment/

For guidance notes on:

Integrated Pollution Prevention and Control

Local Authority Pollution Control

Local Air Quality Management

Best Available Technology

Contaminated Land

The unit tutor will recommend further resources throughout the

academic year.

List of Recommended Journals

Health, Risk and Society

Journal of Environmental Health Perspectives

Journal of Environmental Health

Journal of Environmental Protection

Air Quality Management

http://www.defra.gov.uk/environment/ppc/localauth/pubs/guidance/notes/pgnotes/index.htm


Page 49 of 54

ADMINISTRATION

JACS CODE B910

DATE OF APPROVAL

DATE OF MOST RECENT

CONSIDERATION:

UNIT EXTERNAL

EXAMINER

Shaun Lundy

UNIT ASSESSMENT

BOARD

Environmental Economics


Page 50 of 54



Unit Code 32DRM001

Unit Title Dissertation with Research Methods

Unit

Abbreviation

DRM


Credit Value 60 ECTS Value 30

Home

Department


Unit

Coordinator

Dr Dinah-Ann Rogers

Dr Haruna Musa

Keywords Analytical, reflective, feasible, original, methodology, communications,

research, academic writing

Unit Learning

Outcomes


1. Undertake a self-initiated and self-motivated investigation into a current issue

within the students’ field of study and poduce a research proposal;

2. Design a research proposal identifying clear aims and objectives;

3. Critically review appropriate techniques in problem identification, analysis and

evaluation;

4. Critically appraise a rigorous academic methodology and a critical,

constructive and creative approach to the issue under consideration;

5. Communicate the results and conclusions of their investigation clearly to both

specialists and non-specialists.

Summative

Assessment

Element

(highlight

final

element)

Type Weighting Learning

outcomes

assessed

1 Research Proposal 10 2

2 Dissertation 90% 1,3,4,5

Employability

and

Outcomes Element of

Assessment


Page 51 of 54

Sustainability

Outcomes

Analyse real world situations critically

1 & 2

Demonstrate professionalism and ethical awareness

1 & 2

Communicate effectively using a range of media

1


Manage own professional development reflectively

1 & 2

Find, evaluate, synthesise and use information

1 & 2


contexts

Use systems and scenario thinking

2


perspectives

2

Assessment

Strategies for

each Element

of Assessment

The assessments will address all five learning outcomes. Student will be required

to submit a 2000 word research proposal which will lead to the development of

the final dissertation (outcome 2)

The dissertation will be assessed by the submission of a dissertation of

approximately 16,000 words on a topic area which relates to the profession.

Criteria used to evaluate the work are; analytical ability and critical analysis,

communication skills, knowledge and command of inquiry strategies and subject

area. Impartiality and balance of argument, inference and sharpness and

appropriateness of judgments.

Assessment

Criteria for

Unit/Elements

of Assessment


1. knowledge and understanding: for example: a clear understanding of the

relevant theory and use of appropriate tools, techniques or models; sound

knowledge of key concepts and links between them; arguments well-reasoned,



Page 52 of 54

2. use of references and supporting material: for example: inclusion of

relevant, up to date references and supporting material; good balance of a

wide range of resources (i.e. academic and contemporary); references used

and presented strictly according to Harvard criteria.

3. application and problem solving: for example: establishing clear aims and



4. presentation and organisation: for example: clarity; planned and logical



Non-Standard

Minimum

Pass Mark

Outline of the Unit

Brief Summary This self-directed unit encompasses the learning and reflective analysis

required to undertake a significant research project (qualitative / quantitative)

related to a discipline area.

Indicative Content Formulating a dissertation proposal (students will be given a copy of

the dissertation handbook at this stage)

Research paradigms and their characteristic methodologies

The nature, structure and process of the dissertation; identifying topics and planning research; the requirements of the Dissertation Unit.

Reviewing and critiquing the literature

Applying appropriate research methodologies to investigate the topic or issue

The research process, Introduction to research philosophies, ethics and methodologies; research types, methods & techniques.

Formulating aims and objectives; research design and research questions; hypothesis generation. Problem identification, analysis and solution techniques.

Information retrieval and collection; literature search and evaluation; efficient data handling

Secondary and primary data collection; quantitative and qualitative data collection and analysis; case study; laboratory experimental research;

Interpretation, analysis, validity, reliability and critical review.

Critical and reflective thinking on possibilities and the limitations of the research.


Page 53 of 54

Learning Activities

Breakdown of

Student Learning

Activity

Type of Activity %

Summative assessment 25

Directed study 50

Student-centred learning 25

Mandatory

Learning &

Teaching

Requirements

None

Learning Resources

Essential Reading Core text:

Baker, M.J. (2003). How to complete your research project successfully,

Westburn, Helensburgh.

Other recommended texts:

Currie, D. (2005). Developing and applying skills: writing assignments,

dissertations and management reports, Chartered Institute of Personnel

Development, London.

Gillham, B. (2000). Developing a questionnaire, Continuum, London.

Gillham B. (2000). The research interview, Continuum, London.

Morgan. D. (1997), Focus Groups as Qualitative Research, (2nd Edition),

California, Sage

Neuman. W. L. (2000), Social Research Methods, (4th Edition), London

Pallant, J. (2001). SPSS Survival Manual, Open University Press, Milton

Keynes.

Riley, M., Wood, R.C., Clark, M.A., Wilkie, E. and Szivas, E. (2000).

Researching and writing dissertations in business and management,

Thomson learning, Surrey.

Sapsford, R. and Judd, V. (2006) (eds.) Data collection and analysis, 2nd

edn., Sage, London.

Ticehurst, G.W. and Veal, A.J. (2000). Business research methods: a

managerial approach, Pearson, French‟s Forest, NSW.

White, B. (2000). Dissertation skills for business and management

students, Continuum, London.


Page 54 of 54

Additional

Resources that

Students Should

Buy

None

Special ICTS

Requirements

None

Any Other

Additional

Resources

None

Administration

JACS Code B400

Date of Approval

Date of Most Recent

Consideration

Unit External

Examiner

Shaun Lundy

Unit Assessment

Board