Web viewBrief Overview. Brief Descriptive Summary. MMU is currently offering three exciting Masters courses that will enable students to develop core skills needed to work in

Department of Food and Tourism Management Taught Master’s Portfolio

Hollings Faculty

Department of Food and Tourism Management

Taught Master’s Portfolio

MASTER OF SCIENCE(Food Science programmes)

Programme Specification & Unit Descriptors

Programme Specification & Unit Descriptors Effective from September 2012Author: Dr E Derbyshire


MANCHESTER METROPOLITAN UNIVERSITY PS1

PROGRAMME SPECIFICATION

Brief Overview

(i) Brief Descriptive Summary

MMU is currently offering three exciting Masters courses that will enable students to develop core skills needed to work in the nutrition/food sectors.

o The MSc in Nutrition & Health will enable students to broaden and update their knowledge in this expanding field, giving them the opportunity to work in health practices, industry or consultancy environments.

o USP -This Masters’ course houses a core unit in Body Composition & Physiological Adaptations which includes access to using state-of the art air displacement Plethysmography equipment (Bod Pod).

o The MSc in Food Innovation is structured to help graduates keep ahead with today’s fast-paced markets, providing latest information on product development; modern technologies and health claim/labelling guidelines.

o USP - This Masters’ course includes ‘hands on’ practical units where students develop and evaluate the sensory properties of functional foods. Students also have the opportunity to be involved with consultancy/research projects through the Manchester Food Research Centre.

o The MSc in Food Safety has been established to provide graduates with core skills needed to work within the food industry, working within food safety, auditing and compliance related fields.

o USP -This Masters’ course integrates the latest HACCP guidelines and also gives students the opportunity to be involved with consultancy/research projects through the Manchester Food Research Centre.

All Masters programmes have inbuilt enterprise and employability units, enhancing students work prospects. Students will also be asked to undertake a research or consultancy project as part of their Masters’ dissertation.

(127 words, no more than 150)

(ii) Articulation of Graduate Prospects

Current and possible future career prospects for graduates include:

MSc in Nutrition & Health – Research assistant posts, nutrition scientist (industry), nutrition consultant, community nutritionist, obesity co-ordinator/weight-loss consultants, sports/performance nutritionist, international health and nutrition officer/advisor, teaching and further study (PhD).


http://www.google.co.uk/url?sa=t&rct=j&q=ADP+air+displacement&source=web&cd=1&ved=0CDoQFjAA&url=http%3A%2F%2Fwww.topendsports.com%2Ftesting%2Ftests%2Fbodpod.htm&ei=Jj6VT5zsGerU0QWovrnYAQ&usg=AFQjCNHfLj3QBegxd6cKugH2ZOcS2pNdUw


MSc in Food Innovation – Food production officer, food marketing, trend/brand awareness officers, culinologist, project manager roles and roles of increasing interest including intelligent packaging technologist and specifications technologist.

MSc in Food Safety – Food Safety Officer, Public Health Manager, Environmental Health Practitioner, quality auditing and training.

General Information

1 Overarching Programme Specification Title

Taught Master’s Portfolio (Food Science Programmes)

2 Final award(s)/title(s)(including any PSRB final awards conferred – mark these as “PSRB Award”)

MSc Nutrition & HealthMSc Food InnovationMSc Food Safety

3 Combined Honours Subject(s)offered through the programme specification together with associated final award(s)(where relevant)

Not applicable

4 Interim exit award(s)/title(s)(including Combined Honours interim exit awards)

PgDip Nutrition & HealthPgDip Food InnovationPgDip Food Safety

PgC Nutrition & HealthPgC Food InnovationPgC Food Safety

5 Mode(s) (only include duration where there is a PSRB requirement for limited duration )

Full time Part time

6 FHEQ position of final award(s)

Certificate (Level 4)*Intermediate (Level 5)* Honours (Level 6)*Masters (Level 7)*Doctoral (Level 8)*

7 Awarding institution (include PSRBs which confer a joint or additional qualification on successful completion of programme)

Manchester Metropolitan University

8 Teaching institution(s)(include collaborative partners where appropriate – if more than one award in programme specification, indicate which are taught by partner)

Manchester Metropolitan University

9 Relationship with Foundation Year(if more than one award in programme

Not applicable



specification, indicate which have links with Foundation Year)

Administrative Details

10 Home Department/ School/ Institute

Department of Food & Tourism Management.

11 Home Faculty Hollings

12 UCAS code(s)

Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s) (provide name of partner(s) and type of partnership)

Partner Name Type of Collaborative Partnership

Not applicable Not applicable

14 Other Approved Academic Partnership(s) (other than collaborative)

Partner Name Type of Academic Partnership

Not applicable Not applicable

Approval Status

15 Date and outcome of most recent MMU review/ approval

(i) Latest review/approval – 10 th June 2011.

(ii)Major Modifications to Programme Specification

The MSc in Food & Nutrition has been replaced with the MSc in Food Innovation.

A new Enterprise and Employability unit has been included and it proposed to be taught across all three Masters courses.

16 Next Scheduled Review Date:

3rd April 2012

17 PS/1 effective date:(ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective)

Amendments to the Programme Specification would be effective from September 2012.



External References/Relationships

18 QAA Benchmark Statement(s)

PGDip and Masters level 7 QAA standards to be followed, with particular reference to “specialised/advanced” study masters, pp12.Reference: QAA (2010) Masters Degree Characteristics. www.qaa.ac.uk (30/11/11 date accessed).

19 PSRB(s) associated with final award of any route within the programme specification(ie those which offer professional status/membership/license to practise as result of successful completion of the final award as included in the University PSRB database)

No

20 Date and outcome of last PSRB approval(s)

Not applicable

Programme Information

21 University and Programme Educational Aims

(i) University Educational Aims

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

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

3. 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.

4. 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.

5. 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 team aims to :

1. Develop the students' intellectual skills and competencies, in a manner appropriate to their abilities, interests and vocational aspirations, through a critical study of the


http://www.qaa.ac.uk/


structure, functions and operations of the international consumer marketing, events, food, hospitality, tourism and tourism industries;

2. Prepare students for entry into management positions within their chosen sector so that, following further management development and experience, they can become competent and effective managers and satisfy the requirements of the appropriate professional body and/or employers' group;

3. Encourage the development of students' personal qualities relevant to the chosen industry. These include the development of enhanced interpersonal skills, a high degree of self-confidence, initiative and enterprise, and an appropriate attitude to work;

4. Encourage Master’s students to adopt a more strategic perspective and to be more capable managers across a range of functional areas.

22 Final Learning Outcomes

MMU Educational Outcomes

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

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

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

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

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

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

6. To find, evaluate, synthesise and use information from a variety of sources; 7. To articulate an awareness of the social and community contexts within their

disciplinary field.

Programme Specific Outcomes

Final Award Learning Outcomes

On successful completion of the taught Master’s programme students will be able to:

1. To be confident within their field of expertise, having a firm understanding of the latest evidence/methods/technologies within the food, nutrition & health sectors;

2. To have core skills that will enhance future employability prospects within the food/nutrition/health sectors;

3. To develop essential critical evaluation and communication skills that are essential for work in health, community, consultancy and industry environments;

4. To competently develop/ design and implement an independent postgraduate research or consultancy project that integrates relevant literature and appropriate methodologies within specific food/health sectors.

5. Students will develop core skills to enhance their future employability prospects i.e. time-management, working under pressure, communication skills, working as a team.

In addition to the above:

A graduate with an MSc in Nutrition & Health will be able to:



1. Students will be confident at critically-evaluating literature/media sources and compiling evidence-based conclusions/advice.

2. Students will have an in-depth knowledge of the subject e.g. detailed understanding of inter-relationships between nutrition & health, latest recommendations, anthropometric and biological biomarker measurements, enabling them to work in community, health, industry and consultancy environments.

3. Students will investigate and critically analyse in depth a relevant research/consultancy project, writing up the appropriate literature and results to a standard recognised as being masters’ level.

A graduate with an MSc in Food Innovation will be able to:

1. Students will be confident in terms of thinking critically and innovatively about how to develop new products within the food sectors.

2. Students will have an in-depth understanding of the latest knowledge and skills to enable them to work practically within today’s fast-paced food industry sectors e.g. principles of sustainability, nanotechnology, functional food development & intelligent packaging.


A graduate with an MSc in Food Safety will be able to:

1. Students will be confident at critically-evaluating literature/media sources and compiling evidence-based conclusions/advice.

2. Students will have an in-depth knowledge of current issues e.g. food legislation, regulatory bodies, HACCP, health claims.


(ii) Combined Honours Learning Outcomes

Not applicable

(iii) Pass Degree Learning Outcomes.

Not applicable

23 Interim Award Learning Outcomeseg for BA/BSc (Hons) – include Level 4 and 5 but NOT Level 6; for Level 7- PGCert & PGDip but NOT MA/MSc

The Postgraduate Diploma graduate will be able to:

1. To have an understanding of the latest evidence/methods/technologies within the food, nutrition & health sectors;

2. To have some core skills that will enhance future employability prospects within the food/nutrition/health sectors;

3. To develop critical evaluation and communication skills that are essential for work in health, community, consultancy and industry environments;

4. To be able to develop/ design and implement an independent postgraduate research project that integrates relevant literature and appropriate methodologies



within specific food/health sectors.5. Students will have a number of skills that will enhance their future employability

prospects i.e. time-management, working under pressure, communication skills, working as a team.

In addition to the above:

The holder of a Postgraduate Diploma in Nutrition & Health will be able to:1. Students will be able to critically-evaluate literature/media sources and compile

evidence-based conclusions/advice.2. Students will acquire the latest knowledge e.g. understanding of inter-relationships

between nutrition & health, latest recommendations, anthropometric and biological biomarker measurements, enabling them to work in community, health, industry and consultancy environments.

3. Students will investigate and critically analyse a relevant research/consultancy project, writing up the appropriate literature and results to a standard recognised as being masters’ level.

The holder of a Postgraduate Diploma in Food Innovation will be able to: 1. Students will be able to think critically and innovatively about how to develop new

products within the food sectors.2. Students will have an understanding of the latest knowledge and skills to enable them

to work practically within today’s fast-paced food industry sectors e.g. principles of sustainability, nanotechnology, functional food development & intelligent packaging.


The holder of a Postgraduate Diploma in Food Safety will be able to: 1. Students will be able to critically-evaluate literature/media sources and compile

evidence-based conclusions/advice.2. Students will acquire the latest knowledge e.g. food legislation, regulatory bodies,

HACCP, health claims.3. Students will investigate and critically analyse a relevant research/consultancy project,

writing up the appropriate literature and results to a standard recognised as being masters’ level.

The holder of a Postgraduate Certificate in Nutrition & Health will be able to demonstrate the first outcome below along with two other outcomes from the following:

1. Students will be able to critically-evaluate literature/media sources and compile evidence-based conclusions/advice.

2. Students will acquire the latest knowledge e.g. understanding of inter-relationships between nutrition & health, latest recommendations, anthropometric and biological biomarker measurements, enabling them to work in community, health, industry and consultancy environments.


The holder of a Postgraduate Certificate in Food Innovation will be able to demonstrate the first outcome below along with two other outcomes from the following:

1. Students will be able to think critically and innovatively about how to develop new products within the food sectors.

2. Students will have an understanding of the latest knowledge and skills to enable them to work practically within today’s fast-paced food industry sectors e.g. principles of sustainability, nanotechnology, functional food development & intelligent packaging.


The holder of a Postgraduate Certificate in Food Safety will be able to demonstrate the first outcome below along with two other outcomes from the following:



1. Students will be able to critically-evaluate literature/media sources and compile evidence-based conclusions/advice.

2. Students will acquire the latest knowledge e.g. food legislation, regulatory bodies, HACCP, health claims.


24 Teaching/Learning and Assessment Strategy

(i) Curriculum Design

These MSc programmes have been designed to provide the necessary knowledge and develop those techniques and skills required to work in these sectors.

In term 1 student’s develop the underpinning knowledge for these key areas e.g. Nutritional/Food Biochemistry, Nutrition and Health, Food Safety & Hygiene. In term 2 we see the ‘application’ of the student’s knowledge and ideas, for example in the Advances in Food/Nutrition Innovation and Dissertation unit.

The curriculum has been carefully designed to ensure that students encompass a board broad range of skills needed to work in the respective industries. This includes valuable transferable presentation, analytical and writing skills. This coursework for most units is underpinned by a complementary formative assessment which will enable students to develop and reflect on their skill set.

In terms of the development of the included assessments these have been compiled to meet the objectives of the MMU Strategic Framework 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 that are equipped with the right skills to make a significant contribution to their employment. We have ensured that a range of assessments are included within the Appendix.

Methods used to promote student learning include the use of online materials through Moodle, for example, weekly reading and activities.

The assessment strategy for the programmes has been designed to incorporate a Assessment is perceived as an integral part of the learning process and both formative and summative forms will be used. The instrument therefore will not only confirm the learning outcomes have been met but will also provide an additional challenge to students to demonstrate their range of skills. Demand will increase with each level as students are tasked to reveal their ability to work independently or in groups. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the correct level of challenge and also to enable the course team to confirm that the outcomes have been achieved.

Examples of summative assessments included within the food programmes are: Programme Specification & Unit Descriptors Effective from September 2012Author: Dr E Derbyshire


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

Reports are required in order to develop the students’ ability to interpret and evaluate results from practical sessions and compile reports in the conventional format.

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

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

Peer and self assessment will develop critical analysis and evaluation.

Group work demands team working skills and a professional attitude.

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 food programmes are:

In-class tests, for example mock tests, marked case studies, statistical tests (SPSS) and laboratory experiments.

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.

As mentioned in the MMU guidelines on assessments:- “assessment is a matter of judgement, not simply of computation. Marks, grades and percentages are not absolute values, but symbols used by examiners to communicate their judgement of different aspects of a student's work in order to provide better information on which the final decision of a student's fulfilment of course objectives may be based. Thus, in determining the final recommendation to be made in respect of a student, the Board of Examiners shall take into account such matters, as in its judgement, are relevant. The assessment programme, which enables students to demonstrate that they have fulfilled their objectives, also acts as a constraint. Within this constraint, and the course assessment regulations generally, examiners have wide discretion. They are responsible for interpreting the regulations for the programme if any difficulties arise in the light of good practices in Higher Education; and their academic judgements cannot, in themselves, be questioned or overturned”.

Qualifications Candidates, who attain 180 M-level credits and achieve a pass (minimum 50%) in each unit, will be awarded an MSc in their chosen award title.

The degree of MSc will be awarded as follows: (Modular weighted average according to CATs points)

Percentage Classification Award 0%-44% Fail Not Applicable – None 45-49% Marginal fail50%-59% Pass MSc 60% - 69% Merit MSc with Merit Programme Specification & Unit Descriptors Effective from September 2012Author: Dr E Derbyshire


70% or above MSc with Distinction

General Provision The award of MSc is dependent on completion of the Dissertation by the deadlines given. On no account can any candidate have APL/APEL credit for the Dissertation.

Provisions regarding Assessment and Re-Assessment General Powers The MSc units shall be assessed by such combination of course work assignments as documented in the syllabi. Except insofar as it is specially provided for below, the following provisions apply to the assessments. Definition of Failure For the purposes of this and subsequent sections, please refer to the Postgraduate Assessment Regulations.

25 Programme Structure

(i) Engagement with the University’s Uniwide Language ProvisionNot 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

Figure 1: Map of units

MSc Nutrition & Health

MSc Food Innovation

MSc Food Safety

Nutrition, Health & Lifestyle (20C)

Nutrition, Health & Lifestyle (20C)

Food Safety & Hygiene (20C)

Advances in Food/Nutrition (20C)

Food Innovation & Product Design (20C)

Advances in Food/Nutrition (20C)

Exercise & Health Promotion (20C)

Food Quality & Processing (20C)

Food Quality & Processing (20C)

Nutritional/Food Biochemistry (20C)

Nutritional/Food Biochemistry (20C)

Food Law & Policy (20C)

Body Composition & Physiological Adaptations (20C)

Food Management (20C)

Food Management (20C)

Research Methods (20C)



Dissertation (60C) Dissertation (60C) Dissertation (60C)

Figure 1: Map of final awards

MSc Nutrition & Health

MSc Food Innovation

MSc Food Safety



PgDip Nutrition & Health

PgDip Food Innovation

PgDip Food Safety

PgCert Nutrition & Health

PgCert Food Innovation

PgCert Food Safety

Level 7

Core Units

Code Status (if applicable)ie- Pre/Co-requisites- Excluded units

Unit Title No of credits

32NHM001 Nutrition, Health & Lifestyle 2032NFM001 Nutritional/Food Biochemistry 2032AFM001 Advances in Food/Nutrition 2032EHM001 Exercise & Health Promotion 2032BCM001 Body Composition & Physiological

Adaptation20

32FIM001 Food Innovation & Product Design 2032FQM001 Food Quality & Processing 2032FMM007 Food Management 2032FLM001 Food Law & Policy 2032FSM002 Food Safety & Hygiene 2033MEM001 Research Methods 2033DSM005 Dissertation 60Option Units Not applicable, all units are core.Choose from options listed

On successful completion of the following Level 7 credits:

60 credits: interim/final exit award – PGCertificate Nutrition & Health, Food Innovation, Food Safety.120 credits: interim/final exit award - PGDiploma Nutrition & Health, Food Innovation, Food Safety.180 credits: Final exit award - MSc Nutrition & Health, MSc Food Innovation, MSc Food Safety.

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”. All students will be allocated personal tutors who will design PDPs with students to enhance their learning and development.



27 Placement and Work-based Learning

Not applicable.

28 Programme Specific Admission RequirementsIf these are standard University admission requirements indicate this by including “Standard University Admission Requirements”. If different from standard, provide details for each award in addition to programme level requirements.

Postgraduate Food/Nutrition Programmes Portfolio requires:

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:

Entrants who have a background to the subject or related subject area, acquired through previous study e.g. a science-based honours degree.

Entrants who have acquired experience through work or other means that enables staff responsible for admissions to be confident with the candidate’s ability to succeed in the programme.

Candidates must also have a sufficient command of the language in which the programme is taught to be able to meet the requirements of the programme in every respect which would normally be measured by IELTS 6.5 or equivalent

Accreditation of prior (experiential) learning (AP(E)L)Applicants who do not possess necessary formal academic qualifications for entry may be considered if they can demonstrate that they have appropriate experience, motivation and qualities for Masters’ level work.

Applicants will be asked to make a formal submission identifying learning experiences which they consider to support their planned study; the submission should be accompanied by appropriate evidence of such experience and standards achieved.

Applicants may be asked to provide evidence of academic capacity in the form of a formal assignment prescribed by the Programme Champion.

29 Approved Variations/Exemptions from University Regulations

Not applicable.



30 Programme Management ArrangementsIndicate any additional responsibilities over and above those outlined in the Programme Management Section of the Academic Regulations and Procedures Handbook – in particular how any approved collaborative partner arrangements will feed into the home MMU programme management arrangements.

The Programme Director shall be responsible for: All matters pertinent to the proper strategic operation of the FTM Masters

portfolio, including developing plans for new programme introductions, programme development, programme approval, internal and external validations, etc

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

The Programme Leader shall be responsible for: Duties within the agreed policies of the Programme Committee, Faculty and

Academic Boards, for the efficient operation of the programme as approved by the University.

Chairing the Programme Committee, and arranging for such meetings of the Committee and its sub-committees as considered appropriate.

All matters pertinent to the proper day to day operation of the programme. Advising the Programme Committee on its proper responsibility for the

continuing development of the programme. Liaising on behalf of the Programme Committee with the Head of Department

and other officers as appropriate. Taking any reasonable action on behalf of the Programme Committee with

respect to the proper functioning of the programmes.

The Deputy Programme Leader shall be responsible for: Assisting the Programme leader with specific areas and responsibilities as

agreed with the HoD and the Programme Director.

The Award Champions shall be responsible for: Ensuring their respective programmes meet the needs of the industries they

serve. Regularly undertake market research to monitor the competitive position of

their programmes to ensure they remain at the forefront of the national and international marketplace.

Undertake specific activities in a timely manner to ensure that the programme team and programme committee have the correct information on which decision making will be based.

To implement initiatives for their own student groups to ensure the student experience is maximised.



31 Staff Responsibilitiesindicate additional responsibilities over and above those outlined in the Programme Management Section of the Academic Regulations and Procedures Handbook – in particular include details of responsibilities relating to any approved collaborative partner associated with the MMU home programme.

Unit Leader responsibilities are: Overseeing the unit and co-ordinating with all staff teaching on the unit; Preparing the Unit Handbook, including all the assessments and ensuring that

it is issued to students Liaising with the External Examiners in relation to assessment and overall

student performance; Carrying out end of unit evaluation in order to promote a quality learning

experience; Ensuring that Unit marks are input on the database; Preparing the Unit Report at the end of the teaching period; Advising the Programme Leader on unit development, review and minor

modifications; Attending and contributing to the meetings of the Programme Committee and

the Board of Examiners; Providing specific academic support relating to teaching and learning and also

taking responsibility for the efficient staffing of the units at all times.

Admissions Tutor responsibilities are: Managing the organisation and implementation of the Admissions programme

in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee;

Co-ordinating applications,

32 Student Support Strategy

Departmental policies ensure that the various mechanisms are in place to enhance the student experience, in an academic, practical and pastoral way and includes the following:

Part-time studentsFor students who wish to study the MSc part-time all units are taught on Wednesdays and Thursdays only. Student may select the units they with 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 Programme Specification & Unit Descriptors Effective from September 2012Author: Dr E Derbyshire


their programme.

Careers and Employability Service RSS feeds which lists the many careers workshops, fairs and employer events held on campus each term.

Library Information about Library facilities and opening times; or link direct to the MMU Library Website. Supplementary reading is also provided through Moodle.

Enrolment Information for students about enrolment procedures and arrangement for enrolment.

Accommodation Links to Manchester Metropolitan University in-house and agency accommodation services.

Finance Information for students about obtaining financial advice and support.

Manchester Information about Manchester and useful links to Manchester sites.

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 time but also all students meet with their

personal tutors on a formal basis and students are ensured confidentiality when requested;

Personal Tutors will guide the student to the most appropriate help; Students are introduced to all the University Student Services and are

encouraged to seek the most appropriate help; The Faculty Student Support Office 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 VLE material is available during the summer months, refresher

sessions are offered during induction week and at the start of the autumn term;

33 Student Evaluation



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. The Programme Team responds to both formal and informal issues, and takes action when feasible, to ensure the quality of the programme is maintained. Any item raised in the staff / student committee or the programme committee receive a formal response from the programme team. Each programme has elected student representatives to co-ordinate student opinion.

Unit evaluation questionnaires are administered towards to end of the academic year to all students. These are designed to elicit students’ views and opinions. The data gathered from all these mechanisms is used in the Continuous Improvement Plan in the following autumn term.

In order to maintain closer links with students at other times, a “Postgraduate Café” initiative has been introduced. This will comprise of regular meetings each term (e.g. weeks 12, 18, 26 and 31), facilitated by the programme team, and will follow a set agenda. The initiative aims to provide groups of students’ 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. Feedback from these and other Staff-Student meeting will be used to create an action plan if required, and will be used to drive future programme development.

Students this year has also had a chance to complete the MSc online unit evaluation survey, with most units receiving excellent feedback (examples have been included in the Continuing Development Plan).

34 Engagement with Employers

Employer consultation and involvement is maintained and developed by: Inviting employers to give presentations to students on career opportunities

within their sectors. Tutor visits to employers linked to Departmental consultancy activities (e.g.

Manchester Food Research Centre). Employers invited to deliver guest lectures. Relationship with lecturers and research staff (e.g. through the Manchester

Food Research Centre and International Tourism Centre) Consultation with employers on programme content. Links with employers for student projects

Students this year also attended a “Future Directions” Career Day where past MMU students were invited back to speak about their present jobs and how they went about achieving these. The Careers and Employability representative also provided core information about how students can search/find jobs to enhance their prospects.



35 Points of Reference

Internal

University Mission and Strategic Aims Regulations for the Academic Awards of the University University Regulations for Undergraduate or Taught Postgraduate Programmes of

Study Academic Regulations and Procedures Handbook Faculty Programme Approval/Review/Modification Report (date) University Learning, Teaching and Assessment Strategic Framework University Assessment Framework Staff research Departmental Professional/Industrial Advisory Committee Staff/Student Liaison Committee

External

QAA Subject Benchmark statement QAA Framework for HE Qualifications QAA Code of Practice QAA Subject Review report PSRB visit report 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 take 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.


Appendix I


RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)MSc Nutrition & Health.Benchmarks Level 7Knowledge & UnderstandingMapping (K)

Nut

ritio

n,

Hea

lth &

Li

fest

yle

Nut

ritio

nal/

Food

B

ioch

emis

try

Adv

ance

s in

Fo

od/N

utrit

ion

Bod

y C

ompo

sitio

n &

Ph

ysio

logi

cal

Ada

ptat

ion

Exer

cise

&

Hea

lth

Prom

otio

n

Res

earc

h M

etho

ds

Dis

sert

atio

n

Skills (S)

1. 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 S

K

S

K K

S

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

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

S

K K

S

K

S

K

S

K

S

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

3. Use initiative and take responsibility.

S S S S S

K

S

3. Effective communication, oral and in writing, using a range of media which are used in the food/nutrition/health sectors.

4. Solve problems in creative & innovative ways.

K K

S

K

S S S S

K

S

4. Numeracy and quantitative skills including data analysis, interpretation and extrapolation.

5. Make decisions in challenging situations.

K K K

S

K

S

K

S

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

6. Continue to learn independently & to develop professionally.

S S S S

K

S

K

S

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

7. Communicate effectively, with K S K 7. Effective performance within a team environment,


colleagues & a wider audience, in a variety of media.

S S S including leadership, team building, influencing and project management.

Key: K=key benchmarks; S=Skills.


MSc Food InnovationBenchmarks Level 7Knowledge & UnderstandingMapping (K)

Nut

ritio

n, H

ealth

&

Life

styl

e

Nut

ritio

nal/F

ood

Bio

chem

istry

Food

Inno

vatio

n an

d P

rodu

ct

Des

ign

Foo

d M

anag

emen

t

Food

Qua

lity

&

Pro

cess

ing

Res

earc

h M

etho

ds

Dis

serta

tion/

Con

sulta

ncy

Pro

ject

Skills (S)


K

S

K

S

K

S S

K

S

K K

S



S

K K

S

K K

S

K

S

K

S



S S

K

S S

K

S


4. Solve problems in creative & innovative ways.

K K

S

K

S

K

S

K

S S

K

S


5. Make decisions in challenging situations.

K K K

S S S

K

S


6. Continue to learn independently & to develop professionally. S S S S

K

S

K

S


7. Communicate effectively, with colleagues & a wider

K S KS S

K 7. Effective performance within a team environment, including leadership, team building, influencing and


audience, in a variety of media.

project management.

Key: K=key benchmarks; S=Skills.


MSc Food SafetyBenchmarks Level 7Knowledge & UnderstandingMapping (K)

Food

Saf

ety

&

Hyg

iene

Food

Law

&

Pol

icy

Adv

ance

s in

Fo

od/N

utrit

ion

Food

M

anag

emen

t

Food

Qua

lity

&

Pro

cess

ing

Res

earc

h M

etho

ds

Dis

serta

tion/

Con

sulta

ncy

Pro

ject

Skills (S)


K

S

K K

S S

K

S

K K

S



S

K

S

K

S

K K

S

K

S

K

S



K

S

K

S S

K

S


4. Solve problems in creative & innovative ways. S

K K

S

K

S

K

S S

K

S


5. Make decisions in challenging situations. S

K K K

S S S

K

S


6. Continue to learn independently & to develop professionally.

K K

S S

K

S

K

S


7. Communicate effectively, with colleagues & a wider S

S KS S

K 7. Effective performance within a team environment, including leadership, team building, influencing and


audience, in a variety of media.

project management.

Key: K=key benchmarks; S=Skills


ASSESSMENT MAPMSc Nutrition & HealthUNIT TITLE UNIT LEARNING

OUTCOMESUNIT ASSESSMENT STRATEGIES

EMPLOYABILITY SUSTAINABILITY OUTCOMES

MMU EDUCATIONAL OUTCOMES

PROGRAMME EDUCATIONAL AIMS

Advances in Food/Nutrition

1. Demonstrate extensive understanding of global food trends and health issues within food chains;

2. Apply latest evidence of food/nutrition functional ingredients to generate new innovative food product ideas;

3. Competently produce an in-depth analytical research protocol or discussion paper for a peer-view journal.

Presentation (20%)

Research protocol/discussion paper (3500 words) (80%)

Analyse real world situations criticallyCommunicate effectively using a range of mediaFind, evaluate, synthesis & use informationUse systems and scenario thinking

1,2,3,4,6 1,2,3

Body Composition & Physiological Adaptations

1. Develop an in-depth knowledge and critical awareness of body composition techniques and measurements;

2. Demonstrate extensive understanding of physiological mechanisms influencing body composition throughout the life-cycle and in the diseased state;

3. Prepare, process, interpret and present body composition and treadmill performance data ;

4. Demonstrate an ability to identify ethical issues related to the study and the impact upon research and advances in society

Research portfolio (3500 words) (70%)

Critical evaluation of one body composition method (1500 words) (30%)

Demonstrate professionalism and ethical awarenessApply teamwork and leadership skillsManage own professional development reflectivelyFind, evaluate, synthesise and use informationUse systems and scenario thinking

1,3,4,5,6,7 1,2,3

Exercise & Health Promotion

1. Demonstrate extensive understanding of policies and scientific strategies

Debate & case report, 1500 words (50%)

Analyse real world situations criticallyCommunicate effectively using a range of media

1,3,4,5,6,7 1,2,3


within the field of exercise and health promotion;

2. Measure and critically evaluate various components of physical fitness in relation to the promotion of health;

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

4. Engage effectively in informed and reflective debate in relation to exercise, physiology and health issues.

Essay– 3500 words (50%)

Work within social, environmental and community contexts

Nutrition, Health & Lifestyle

1. Understand the scientific principles behind nutrition and lifestyle recommendations for healthy individuals;

2. Critically discuss and evaluate scientific evidence upon which the above recommendations are based;

3. Evaluate and understand evidence from epidemiological research papers;

4. Formulate a response to public concerns about nutrition/lifestyle and health in a professional manner using and evaluating appropriate evidence.

News report (750 words) ( (30%)

Literature review (3500 words) (70%)

Analyse real world situations criticallyManage own professional development reflectivelyFind, evaluate, synthesis informationWork within social, environmental and community contexts

1,2,3,5,6,7 1,2,3,4

Nutritional/Food Biochemistry

1. Develop systematic knowledge of key concepts and gain in-depth understanding of specialised areas in nutritional/food biochemistry

Poster presentation (40%)

Case study analysis (60%) – 3500 words

Communicate effectively using a range of mediaManage own professional development reflectivelyFind, evaluate, synthesis and use information

1,2,3,5,6 1,2,3


2. Analyse biochemical data and evaluate the value and limitations of nutritional/food biochemistry

3. Critically analyse the developments at the forefront of nutritional/food biochemistry, with appreciation of future trends

4. Critically evaluate current research findings and present these findings to a lay and scientific audience

Research Methods 1. Design aims and objectives for critical research within their chosen international industry sectors and for their dissertation;

2. Review literature analytically and use appropriate citation referencing techniques;

3. Select and evaluate appropriate research methodologies for critiquing papers and the dissertation / research project and report appropriately on findings.

Critical review of research paper (2000 words) (40%)

Research proposal (3000 words) (60%)

Demonstrate professionalism and ethical awarenessManage own professional development reflectivelyFind, evaluate, synthesis and use informationEngage with stakeholder/interdisciplinary perspectives

1,2,4,5,6,7 1,2,3,4

Dissertation 1. Undertake a self-initiated and self-motivated investigation into a current issue within the students’ international field of study;

2. Critically review appropriate techniques in problem identification, analysis and evaluation;

3. Critically appraise a rigorous academic methodology and a critical, constructive and creative approach to the issue under consideration;

4. Communicate the results and conclusions of their project clearly to both

16,000 word project or equivalent (portfolio) (100%)

Manage own professional development reflectivelyFind, evaluate, synthesise and use informationUse systems and scenario thinkingEngage with stakeholder/interdisciplinary perspectives

1,2,4,5,6,7 1,2,3,4


specialists and non-specialists.

MSc Food InnovationUNIT TITLE UNIT LEARNING





Food Innovation & Product Design

1. Appraise the use and application of various tools for creativity and innovation in food research and development.

2. Relate the scientific disciplines fundamental to the development of novel foods.

3. Summarise the technological and managerial skills as input for food quality attributes.

4. Critically explore various food processing and preservation techniques for process and product design.

Report (40%)

Group project (60%)


1,2,3,4,6 1,2,3

Food Management 1. Critically review the structure of food supply chains in Europe and selected international markets;

2. Analyse the fundamental global issues influencing the food purchasing behaviour of consumers;

3. Critically evaluate the various marketing strategies and marketing mix issues as they relate to international and domestic food businesses;

4. Synthesise the contemporary food marketing issues and evaluate options for supply

Management report I (2500 words) (50%)

Management report (2500 words) II(50%)

Analyse real world situations criticallyDemonstrate professionalism and ethical awarenessManage own professional development reflectivelyFind, evaluate, synthesise and use information

1,3,5,6,7 1,2,3,4


chain managers within food markets.

Food Quality & Processing

1. Describe in detail the effects of processing technologies on the physical, chemical and microbiological properties of food and food products;

2. Demonstrate advanced knowledge on the design, operation and application of the food processing unit operations;

3. Compare and contrast various food processing and preservation methods for specific food products;

4. Explore the global and local trends in food processing and food innovations.

Practical assessment (3500 words) (100%)

Manage own professional development reflectivelyFind, evaluate, synthesis & use informationUse systems & scenario thinking

1,2,3,5,6 1,2,3

Nutrition, Health & Lifestyle





News report (750 words) (1500 words) (30%)

Literature review (3500 words) (70%)

Analyse real world situations criticallyManage own professional development reflectivelyFind, evaluate, synthesis informationWork within social, environmental and community contexts

1,2,3,5,6,7 1,2,3,4

Nutritional/Food Biochemistry


Poster presentation (40%)

Case study analysis (60%) – 3500 words

Communicate effectively using a range of mediaManage own professional development reflectivelyFind, evaluate, synthesis and use information

1,2,3,5,6 1,2,3





Research Methods 1. Design aims and objectives for critical research within their chosen international industry sectors and for their dissertation;

2. Review literature analytically and use appropriate citation referencing techniques;




Demonstrate professionalism and ethical awarenessManage own professional development reflectivelyFind, evaluate, synthesis and use informationEngage with stakeholder/interdisciplinary perspectives

1,2,4,5,6,7 1,2,3,4




4. Communicate the results and conclusions of their project clearly to both specialists and non-



1,2,4,5,6,7 1,2,3,4


specialists.


MSc Food SafetyUNIT TITLE UNIT LEARNING





Food Law & Policy

1. Critically analyse how food law and regulations may impact on the food industry;

2. Demonstrate advanced knowledge of the regulatory risks and liabilities relating to the sale of the food supply;

3. Compare and contrast various methods of consumer protection from the UK and EC in relation to sale and supply and production of food;

4. Critically evaluate the efficacy of a range of existing food safety management systems in UK and globally for achieving food safety and regulatory compliance.

Case study- 3500 words (100%)

Analyse real world situations criticallyDemonstrate professionalism and ethical awarenessManage own professional development reflectivelyFind, evaluate, synthesis and use informationUse systems and scenario thinkingEngage with stakeholder/interdisciplinary perspectives

1,2,3,4,5,7 1,2,3

Advances in Food/Nutrition

1. Demonstrate extensive understanding of global food trends and health issues within food chains;



Presentation (20%)

Research protocol/discussion paper (3500 words) (80%)


1,2,3,4,6 1,2,3

Food Quality & Processing


2. Demonstrate advanced knowledge on the design, operation and application of the

Practical assessment (100%)

Manage own professional development reflectivelyFind, evaluate, synthesis & use informationUse systems & scenario thinking

1,2,3,5,6 1,2,3


food processing unit operations;3. Compare and contrast various

food processing and preservation methods for specific food products;


Food Safety & Hygiene

1. Examine the public health significance of a range of food borne agents including biological, chemical and physical contaminants

2. Demonstrate competence in inspection of food at the point of sale

3. Evaluate the outcomes and provide judgement resulting from the findings of the microbiological examination of foods and food environments.

4. Critically assess the significance of existing and emerging food borne pathogens significant to human health.

Critique of emerging pathogens of foodborne significance 2500 words (50%)

Food Safety laboratory report 2000 words (50%)

Analyse real world situations criticallyDemonstrate professionalism and ethical awarenessCommunicate effectively using a range if mediaManage own professional development reflectivelyFind, evaluate, synthesise and use informationWork within social, environmental and community contextsUse systems and scenario thinking

1,2, 4,5,6,7 1,2,3

Food Management

1. Critically review the structure of food supply chains in Europe and selected international markets;

2. Analyse the fundamental global issues influencing the food purchasing behaviour of consumers;

3. Critically evaluate the various marketing strategies and marketing mix issues as they relate to international and domestic food businesses;

4. Synthesise the contemporary food marketing issues and evaluate options for supply chain managers within food markets.

Management report I (2500 words) (50%)

Management report (2500 words) II(50%)

Analyse real world situations criticallyFind, evaluate, synthesis and use informationUse systems and scenario thinking

1,3,5,6,7 1,2,3,4

Research Methods

1. Design aims and objectives for critical research within their chosen international industry


Demonstrate professionalism and ethical awarenessManage own professional development

1,2,4,5,6,7


sectors and for their dissertation; 2. Review literature analytically and

use appropriate citation referencing techniques;



reflectivelyFind, evaluate, synthesis and use informationEngage with stakeholder/interdisciplinary perspectives




4. Communicate the results and conclusions of their project clearly to both specialists and non-specialists.



1,2,4,5,6,7 1,2,3,4


FTM Taught Masters Portfolio (Food Science programmes) – Course Development Plan (For: April 3rd 2012)Page 10 of 101

UNIT CODE 32AFM001

UNIT TITLE Advances in Food/NutritionUNIT ABBREVIATION AFM

LEVEL OF STUDY

7

CREDIT VALUE 20 ECTS VALUE 10

HOME DEPARTMENT


UNIT COORDINATOR Dr Weili Li

KEYWORDS Functional foods, nutrigenomics, health claims, innovation, nanotechnology

UNIT LEARNING OUTCOMES

Upon successful completion of this unit, students will be able to:

1. Demonstrate extensive understanding of current global food trends and health issues within food chains;



SUMMATIVE ASSESSMENT Element

(highlight final

element)Type Weighting

Learning outcomes assessed

1 Presentation (15 mins) 20% 1

2Research food innovation protocol or discussion paper

80% 2,3

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES

Outcomes Element of Assessment

Analyse real world situations critically

Demonstrate professionalism and ethical awareness

Communicate effectively using a range of media 1

Apply teamwork and leadership skills

Manage own professional development reflectively

Find, evaluate, synthesise and use information 2



Use systems and scenario thinking 2

Engage with stakeholder/interdisciplinary perspectives

ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

Ass Number Outcomes Weighting Ass Type

1 1 20 % Presentation (15 mins)

2 2, 3 80 % Research protocol or discussion paper

Assessment one will cover learning outcome 1.Assessment two will cover learning outcomes 2 and 3.Written coursework one – a presentation about the development of a innovative functional food (including results).Written coursework two – a 3500 word research protocol or discussion paper relating the development of a functional product with potential health benefits.

Students will also be assessed formatively after undertaking one of their food development/analysis practicals.

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

The criteria for assessment will be: Ability to use the knowledge obtained to develop an idea; Ability to select and use appropriate methodologies and techniques

competently in practical sessions; Ability to research, plan and conduct food practicals; Ability to write a research protocol or discussion paper for a peer-

view journal.

NON STANDARD MINIMUM PASS MARK

N/A


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit allow students to become informed about emerging issues in food and nutrition, enabling them to apply their knowledge practically.

INDICATIVE CONTENT

Current global food/nutrition trends Application and progression of nutrigenomics Advances in food production Encapsulation and nanotechnology Food components and nutrition functionalities Functional food processing technology Functional foods and health (fatty acids and iron) Advances in dietary fibre Latest updates on health claims

LEARNING ACTIVITIES

BREAKDOWN OF STUDENT LEARNING ACTIVITY

Type of Activity %

Summative assessment 30%

Directed study 40%

Student-centred learning 30%

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:

Teaching (contact time): 48 hrs Student (independent) learning: 200 hrs

MANDATORY LEARNING & TEACHING REQUIREMENTS

None


LEARNING RESOURCES

ESSENTIAL READING

Essential Texts: Rychlik M (2011) Fortified Foods with Vitamins: Analytical Concepts to Assure Better & Safer Products. Wiley-VCH: Oxford.

Webb GP (2011) Dietary Supplements and Functional Foods. 2nd Edition. Wiley Blackwell: Oxford.

Mine Y, Miyashita K & Shahidi F (2009) Nutrigenomics & Proteomics in Health & Disease. Wiley-Blackwell, London.

Journals:Food ChemistryInternational Journal of Food PropertiesInternational Journal of Food Science and TechnologyJournal of Food EngineeringJournal of Food Processing and PreservationJournal of Food ScienceMolecular Nutrition and Food ResearchProceedings of the Nutrition SocietyTrends in Food Science and Technology

More resources will be recommended by the unit tutor during the academic year. Online resources will also be provided through Moodle.

ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY

Scientific calculator.

SPECIAL ICTS REQUIREMENTS

None

ANY OTHER ADDITIONAL RESOURCES

None

ADMINISTRATION

JACS CODE -

DATE OF APPROVAL

27th January 2010

DATE OF MOST RECENT CONSIDERATION:

10th June 2011

UNIT EXTERNAL EXAMINER

Pr. Judy Donnelly.

UNIT ASSESSMENT BOARD



UNIT CODE 32BCM001

UNIT TITLE Body Composition & Physiological AdaptationUNIT ABBREVIATION BCPA

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR Dr Emma Derbyshire

KEYWORDS Body composition, anthropometrics, assessment, health



1) Develop an in-depth knowledge and critical awareness of body composition techniques and measurements;

2) Demonstrate extensive understanding of physiological mechanisms influencing body composition throughout the life-cycle and in the diseased state;

3) Prepare, process, interpret and present body composition and treadmill performance data ;

4) Demonstrate an ability to identify ethical issues related to the study and the impact upon research and advances in society


(highlight final



1

Critical evaluation of one body composition assessment method (1500 words)

30 % 1

2 Research portfolio (3500 words) 70 % 2, 3, 4




Demonstrate professionalism and ethical awareness 2

Communicate effectively using a range of media

Apply teamwork and leadership skills 2


Manage own professional development reflectively 2







1 1 30 % Critical evaluation of 1 body composition method

2 2, 3, 4 70 % Research portfolio

Assessment one will cover learning outcomes 1.Assessment two will cover learning outcomes 2,3 and 4.Written coursework one is a 1500 word critical evaluation of one body composition assessment method.Written coursework two is a 3500 word research/data collection portfolio of different body composition assessment methods, including a reflective summary.

Students will each take body composition measurements for one subject which will be assessed formatively.


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 show competence in researching, planning and carrying out

proposed research ideas. To demonstrate evidence of independent learning.


N/A


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit examines contemporary issues and provides underpinning knowledge of their physiological basis. Body composition analysis are critically reviewed, collected and analysed.

INDICATIVE CONTENT

Definitions and techniques used to measure body composition. Body composition reference values. Energy balance and the homeostatic control of body weight. Physiological implications of under and overnutrition. The relationship between body composition and physiological

changes throughout the life-cycle and in healthy/diseased states (childhood, adolescence, elderly, pregnancy and lactation, obesity, cancer, metabolic syndrome).

Body composition and disease prevalence; cultural perspectives. Food constituents and body composition. Exercise, physiological adaptations and sports performance/weight

management. Experimental work will include: performance treadmill and air

displacement plethysmography testing. Future advances in body composition and anthropometrics.

LEARNING ACTIVITIES


Type of Activity %


Directed study 40%





None


LEARNING RESOURCES

ESSENTIAL READING

Key Texts: Frisancho RA & Frisancho AR (2008) Anthropometric Standards: An Interactive Nutritional Reference of Body Size and Body Composition for Children and Adults. University of Michigan Press.

Bray GA (2007) The Metabolic Syndrome & Obesity. Human Press, London.

Fantuzzi G & Mazzone T (2007) Adipose tissue and adipokines in health and disease. Human Press, London.

Davies PSW & Cole TJ (2006) Body Composition Techniques in Health and Disease (Society for the Study of Human Biology Symposium Series). Cambridge University Press.

Ferrera (2006) Focus on Body Mass Index and Health Research. Nova Publishers, New York.

Journals:American Journal of Clinical NutritionBritish Nutrition JournalEuropean Journal of Applied PhysiologyInternational Journal of Obesity Related Metabolic DisordersJournal of Applied PhysiologyJournal of NutritionJournal of Physical Activity and HealthMetabolismObesity (formerly known as Obesity Research)

More resources will be recommended by the unit tutor during the academic year.


None


None


None


ADMINISTRATION

JACS CODEDATE OF APPROVAL

27th January 2010


10th June 2011


Pr. Judy Donnelly.



UNIT CODE 33DSM005

UNIT TITLE Dissertation

UNIT ABBREVIATION

D

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR

Dr Dinah-Ann Rogers

KEYWORDS Analytical, reflective, feasible, original, methodology, communication


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

5. Undertake a self-initiated and self-motivated investigation into a current issue within the students’ international field of study;

6. critically review appropriate techniques in problem identification, analysis and evaluation;

7. critically appraise a rigorous academic methodology and a critical, constructive and creative approach to the issue under consideration;

8. Communicate the results and conclusions of their investigation clearly to both specialists and non-specialists.


(highlight final element)

Type Weighting Learning outcomes assessed

1 Dissertation 100% 1-4



Analyse real world situations critically 1


1




1




-

Use systems and scenario thinking -


1


16,000 word Dissertation or equivalent (for example, if the project was to be themed around an industrial placement or to take to form of a scientific paper) See below for criteria(The assessment will address Learning Outcomes 1, 2, 3 and 4).


Although the range and format of dissertations will vary according to the nature of the exploration undertaken the assessment criteria that will normally be taken into account are the:

Quality and originality of the issue(s) selected for consideration;

Selection, application and critique of ideas, concepts, theories and empirical research, as appropriate, relevant to the issue(s) in question;

Quality and appropriateness of the analysis; Reliability, validity and relevance of any empirical findings

and the appropriateness of the conclusions; Reflections, practical implications and recommendations for

future research; Quality of the presentation in terms of logic, structure and

coherence.


N/A

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

Individual, self-directed research of a conceptual and/or empirical nature undertaken with one-to-one supervision. This supervision would identify an approved methodology that include:

Conducting a literature review Retrieval of data Designing of a qualitative and / or quantitative primary research

programme Construction of a research proposal Primary data collection Analysis of data retrieved Critical evaluation and interpretation of data and data sources Presentation and dissemination of findings


LEARNING ACTIVITIES


Type of Activity %


Directed study 50%



None


LEARNING RESOURCES


ESSENTIAL READING

A wide range of current literature relevant to the chosen topic:Cottrell S (2011) Critical Thinking Skills: Developing Effective Argument and Analysis. Palgrave Study Skills.

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

Bruce, N., Kemp, R. and Snalgar, R. (2000). SPSS for Psychologists, Macmillan Press, London.

Currie, D. (2005). Developing and applying skills: writing assignments, dissertations and management reports, Chartered Institute of Personnel Development, London.

Davies MB (2007) Doing a Successful Research Project: Using Qualitative or Quantitative Methods. Palgrave publishing

Field, A. (2009). Discovering statistics using SPSS for Windows, 2nd edn., Sage. London.

George, D. and Mallery, P. (2005). SPSS for windows: step by step, 5th edn., Pearson Education, Boston.

Foster, J. (2001). Data analysis using SPSS: a beginner’s guide, Sage, London.

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

Greenfield, T. (ed.). (2002). Research methods for postgraduates, 2nd edn., Arnold, London.

Leedy, P.D. and Ormrod, J.E. (2005). Practical research: planning and design, 5th edn., Pearson Education Inc., New Jersey.

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

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. Somekh, B. (2006) Action research: a methodology for change and development, Open University Press, Milton Keynes.


None

SPECIAL ICTS None


REQUIREMENTSANY OTHER ADDITIONAL RESOURCES

ADMINISTRATION

JACS CODEDATE OF APPROVALDATE OF MOST RECENT CONSIDERATION:

April 24th 2012


Peter Schofield




UNIT CODE 32EHM001

UNIT TITLE Exercise & Health PromotionUNIT ABBREVIATION EHP

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR Anne Turner

KEYWORDS Exercise, body composition, performance, health, interventions



5. Demonstrate extensive understanding of policies and scientific strategies within the field of exercise and health promotion;

6. Measure and critically evaluate various components of physical fitness in relation to the promotion of health;

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

8. Engage effectively in informed and reflective debate in relation to exercise, physiology and health issues.


(highlight final



1 Debate and Case report – 1,500 words 50% 1, 2, 4

2 Essay – 3,500 words 50% 3








Find, evaluate, synthesise and use information



Use systems and scenario thinking




1 1, 2 50% Debate and Case report – 1,500 words

2 3 50 % Essay – 3,500 words

Assessment one will cover learning outcomes 1-2.Assessment two will cover learning outcome 3.Coursework one is a debate and case report (1500 words)Written coursework two is an essay relating to the taught content of the unit (3500 words).

Studies will be put into small groups and evaluate an exercise performance treadmill test which will be assessed formatively.


The criteria for assessment will be: The ability to translate academic theory to in practical application

relating to the promotion of health and wellbeing. Well thought out strategy which is complemented by a competent

presentation and supported by appropriate promotional materials. Reference to evidence-based peer reviewed papers Appropriate critical analysis of health promotion theory. Inclusion of recommendations for further research Appropriate report writing skills.


N/A


OUTLINE OF THE UNIT

BRIEF SUMMARY The unit explores health promotion theory and its application to the key settings of the workplace, school and community including holistic health and physical activity.

INDICATIVE CONTENT

Exercise & Health promotion: Linking the two. Definitions, concepts, models and approaches to health promotion. Application of health promotion interventions to a variety of settings

including communities, schools and the workplace. The effect of the social inequalities on health and wellbeing Health promotion within the context of exercise and health. Exercise, fitness and health; physiology of exercise/weight

gain/loss; exercise in prevention and treatment. Exercise and ageing. Exercise and cardiovascular health and disease.

LEARNING ACTIVITIES


Type of Activity %


Directed study 40%





None


LEARNING RESOURCES

ESSENTIAL READING

Key Texts: Lanham-New et al. (2011) Sport & Exercise Nutrition. Nutrition Society Textbook.

Ewles, L (Ed) (2005) Key topics in public health: essential briefings on prevention and Health promotion. Elsevier Churchill Livingstone, Edinburgh.

Department of Health (2004) At least five a week: Evidence on the impact of physical activity and its relationship to health. DoH, London.



None


None


None

ADMINISTRATION


27th January 2010


10th June 2011


Pr. Judy Donnelly.



UNIT CODE 32FLM007

UNIT TITLE Food Law & PolicyUNIT ABBREVIATION FLP

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR Ajay Patel

KEYWORDS Food law, legislation, health claims, regulatory bodies, HACCP



5. Critically analyse how food law and regulations may impact on the food industry;

6. Demonstrate advanced knowledge of the regulatory risks and liabilities relating to the sale and supply of food;

7. Compare and contrast various methods of consumer protection from the UK and EC in relation to sale and supply and production of food;

8. Critically evaluate the efficacy of a range of existing food safety management systems in UK and globally for achieving food safety and regulatory compliance.




1 Case study 100 % 1, 2, 3, 4












Engage with stakeholder/interdisciplinary perspectives 1



1 1, 2, 3, 4 100 % Case study – 3500 words

There is one assessment for this unit covering learning outcomes 1-4.This is a written 3500 word analytical case study report.

Students will also undertake a short case study which will be assessed formatively.


The criteria for assessment will be: Evidence of critical evaluation and understanding of the principles of

food law and compliance strategies Well thought out structure and use of supplementary materials Reference to cases and legislation and policy papers Appropriate legal writing style Inclusion of conclusions and recommendations for action


N/A


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit reviews key areas of food law, regulation and policy. Themes covered include regulatory compliance, enforcement, auditing and the role of enforcement bodies.

INDICATIVE CONTENT

The Food Safety Act 1990 (as amended) as the framework for all food legislation in the UK

Main provisions of the General Food Law Regulation (EC) 178/2002 Article 11 Imports to the EU; Article 12 exports from the EU; Article

14 safety injurious to health and unfit for human consumption; Article 16 labelling, advertising and presentation; Article 18 Traceability; Article 19 withdrawal, recall and notification

Offences created by General Food Regulations 2004; Regulation 4 criminal offences; Regulation 5 penalties; Defences

Enforcement of food law; the role and impact of the local authority and other agencies on food safety in the UK.

The impact of earned autonomy and self regulation in legal compliance

The role of the Food Standards Agency The role of the European Food Safety Authority Evaluation of quality assurance frameworks for improved

compliance and food safety


LEARNING ACTIVITIES


Type of Activity %


Directed study 40%





-


LEARNING RESOURCES

ESSENTIAL READING

Essential texts:Atwood, B. (2009) Food Law. Tottel Publishing.

Fortin, N. (2009) Food Regulation, Law. Science, Policy and Practice. Wiley Blackwell

MacMaolian, C. (2007) EU Food Law Protecting Consumers and Health in a Common Market. Hart Publishing.

Journals:European Law JournalFood & Agriculture International Law JournalFood & Drug Law JournalJournal of Food Law & Policy



None


None


None

ADMINISTRATION


27th January 2010


10th June 2011


Pr. Judy Donnelly.




UNIT CODE 32FMM007

UNIT TITLE Food ManagementUNIT ABBREVIATION

FMgt

LEVEL OF STUDY

7

CREDIT VALUE 20 ECTS VALUE

10

HOME DEPARTMENT


UNIT COORDINATOR

Andrew Hollingsworth

KEYWORDS Food, management, policy, sustainability, supply chain and marketing


On successful completion of this unit students will be able to:1. critically review the structure of food supply chains in Europe and

selected international markets;2. analyse the fundamental global issues influencing the food

purchasing behaviour of consumers;3. critically evaluate the various marketing strategies and marketing

mix issues as they relate to international and domestic food businesses;

4. synthesise the contemporary food marketing issues and evaluate options for supply chain managers within food markets.




1 2500 word management report

50% 1-2

2 2500 word management report

50% 3-4



Analyse real world situations critically All


All




All


Find, evaluate, synthesise and use information

All





Assessment One will cover learning outcomes 1-2. Assessment Two will cover learning outcome 3-4.Written Coursework One - 2500 word report covering an industry related issue related to food management.Written Coursework Two - 2500 word report investigating a current scenario within the food industry relating to the students own specialist study area.


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 show competence in researching, planning and carrying out proposed research ideas.

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, extensive and comprehensive referencing, appropriate writing style; presentation.



OUTLINE OF THE UNIT

BRIEF SUMMARY The food industry is the most dynamic and innovative sectors of any economy. This unit applies economics, management and marketing to challenges facing food businesses.

INDICATIVE CONTENT

introduction to food management food policy food marketing strategies in the food industries competition and performance of the food industries the purchasing behaviour of consumers measuring consumer responses to food consumer perceptions of food quality brand equity in the food industries brand extension strategies new product development in the food industries food pricing issues food channel theory: design; power conflict issues and due diligence

concerns sustainability and food current trends and future scenarios in the food industries liability and traceability in food supply chains country of origin indication on food products corporate social responsibility and ethics in the food sector

LEARNING ACTIVITIES


Type of Activity %


Directed study 25%




-


LEARNING RESOURCES


ESSENTIAL READING

Core Text:

Bourlakis, M.A. and Weightman, P.W.H. (eds) (2004) Food Supply Chain Management, Oxford: Blackwell Publishing.

Other Texts:Ashley, B. Hollows, J. Jones, S. & Taylor, B. (2004) Food and cultural studies, Routledge.Baldwin, C.J. (Ed) (2009) Sustainability in the food industry, London: Wiley-BlackwellBaumann, S. & Johnston, J. (2009) Foodies, Routledge Bijman, J. Omta, O. Trienekens, J. Wijnands, J. & Wubben, E. (Eds) (2006) International agri-food chains and networks: management and organization, Wageningen: Wageningen Academic Publishers.Blythman, J. (2005) Shopped: the shocking truth about British supermarkets, Harper PerennialBourlakis, M. (Eds), Vlachos, I.P. and Zeimpekis, V. (Eds) (2011) Intelligent Agrifood Chains and Networks, London: Wiley-Blackwell.Bowersox, D J (2002) Supply chain logistics management, McGraw-Hill.Dawson, J. Findlay, A. and Sparks, L. (2008) The retailing reader, Routledge. 978-0-415-35639-8 Fearne, A. Hughes, D. and Duffy, R. (2002) Corporate concentration and supply chain management in a global food industry. In: Encyclopedia of Life Support Systems, EOLSS Publishers Co (online).Fernie, J. Fernie, S. and Moore, C. (2003) Principles of Retailing, Oxford: Butterworth Heinemann..Jongen, W.M.F. & Meulenberg, M.T.G. (Eds) (2005) Innovations in agri-food systems, Wageningen: Wageningen Academic Publishers.Lindgreen, A. and Hingley, M.K. (2009) The new cultures of food: marketing opportunities from ethnic, religious and cultural diversity, Gower. Lindgreen, A. Hingley, M.K. and Vanhamme, J. (2009) The crisis of food brands: sustaining safe, innovative and competitive food supply, Gower. Linnemann, A.R. & van Boekel, M.A.J.S. (Eds) (2007) Food product design: an integrated response, Wageningen: Wageningen Academic Publishers.Luning, P.A. Devlieghere, F. & Verhé, R. (Eds) (2006) Safety in the agri-food chain, Wageningen: Wageningen Academic Publishers.Ondersteijn, C.J.M. Wijnands, J.H.M. Huirne, R.B.M. and van Kooten, O. [Eds] (2006) Quantifying the agri-food supply chain, Springer-Verlag. Seth, A. and Randall, G. (2005) Supermarket wars: the future of global food retailing, Palgrave MacMillan.Tansey, G. and Rajotte, T. (2008) The future control of food, London: Earthscan.Theuvsen, L. Spiller, A. Peupert, M. & John, G. (Eds) (2007) Quality management in food chains, Wageningen: Wageningen Academic Publishers..Zollitsch, W. Winckler, C. Waiblinger, S. & Haslberger, A. (Eds) (2007) Sustainable food production and ethics, Wageningen: Wageningen Academic Publishers.

Journals:


Academy of Management ReviewEuropean Journal of MarketingHarvard Business ReviewInternational Journal of Retail & Distribution ManagementInternational Review of Retail, Distribution and Consumer ResearchJournal of MarketingLong Range PlanningSloan Management ReviewStrategic ManagementSupply Chain Management: An International JournalThe Journal of Supply Chain Management — A Global Review of Purchasing and Supply



None


None


None

ADMINISTRATION


27th January 2010


10th June 2011


Pr. Judy Donnelly.



UNIT CODE 32FQM001

UNIT TITLE Food Quality & ProcessingUNIT ABBREVIATION FQP

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR Dr Brijesh Tiwari

KEYWORDS Food processing, innovative methods, preservation, packaging, global trends




6. Demonstrate advanced knowledge on the design, operation and application of the food processing unit operations;

7. Compare and contrast various food processing and preservation methods for specific food products;



(highlight final



1 Practical assessment 100 % 1, 2, 3, 4

There is one assessment for this unit covering learning outcomes 1-4.The written coursework is a 3500 report based on the practical sessions.

Students will also undertake short presentations based on their practical findings which will be assessed formatively.















1 1, 2, 3, 4 100 % Practical assessment


The criteria for assessment will be: Evidence of critical evaluation and understanding of the principles of

food processing and preservation Well thought out structure and use of supplementary materials Reference to evidence-based peer reviewed papers Appropriate scientific writing style Inclusion of recommendations for further research


N/A


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit examines the essential elements involved in the processing, preservation and packaging of food. Students will undertake food processing and analytical practicals.

INDICATIVE CONTENT

Principles of food processing and preservation Unit operations in food processing – freezing, refrigeration, thawing,

drying, pasteurisation, sterilisation, crystallisation, mixing, extraction, emulsification, centrifugation, fermentation, baking and process analytical technology.

Effect of processing and preservation techniques on quality of food and food products

Evaluation techniques for food quality (chemical, physical and microbiological)

Primary processing of foods – grain processing Technology of grains, dairy, fruit and vegetables and meat

processing Principles, applications and advantages of hurdle technology Food packaging and storage of food and food products Cleaning, sanitation and waste management New and emerging technologies for the processing of foods

LEARNING ACTIVITIES


Type of Activity %


Directed study 40%





None


LEARNING RESOURCES

ESSENTIAL READING

Essential Texts: Tiwari B, Gowen A & McKenna B (eds) (2011) Pulse Foods: Processing, Quality and Nutraceutical Application. Elsevier Inc., London.

Sun D-W (2009) Emerging Technologies for Food Processing. Elsevier Inc, ISBN: 978-0-12-676757-5.

Campbell-Platt G. (2009) Food Science and Technology, John Wiley and Sons, ISBN: 0632064218, 9780632064212

Barbosa-Cánovas GV, Mortimer A, Lineback D, Spiess W, Buckle K and Colonna P (2009) Global Issues in Food Science and Technology. Elsevier Inc ISBN: 978-0-12-374124-0

Journals:Critical Reviews in Food Science and Nutrition Food ChemistryFood Research InternationalInnovative Food Science and Emerging TechnologiesInternational Journal of Food Science and TechnologyJournal of Food Processing and PreservationLWT-Food Science and TechnologyTrends in Food Science and Technology



None


None


None


ADMINISTRATION


27th January 2010


10th June 2011


Pr. Judy Donnelly.



UNIT CODE 32FSM002

UNIT TITLE Food Safety & HygieneUNIT ABBREVIATION FSM

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR Anne Clayson

KEYWORDS Food safety, public health, HACCP, microbiological examination, pathogenic disease



5. Examine the public health significance of a range of food borne agents including biological, chemical and physical contaminants

6. Demonstrate competence in inspection of food at the point of sale7. Evaluate the outcomes and provide judgement resulting from the

findings of the microbiological examination of foods and food environments.

8. Critically assess the significance of existing and emerging food borne pathogens significant to human health.




1 Management of emerging/existing pathogens of food borne significance in food industry(2500 words)

50% 1, 4

2 Food Safety Practical viva and report (2000 words)

50% 2, 3

Assessment one will cover learning outcomes 1 and 4.Assessment two will cover learning outcomes 2 and 3.Written coursework one – 2500 word essay covering how food borne pathogens are managed within the food industry.Written coursework two – 2500 word report based on a reflection of a food safety practical.






Communicate effectively using a range of media ALL


Manage own professional development reflectively ALL

Find, evaluate, synthesise and use information ALL

Work within social, environmental and community contexts 2





1 1, 2, 4 50% Critique

2 3 50 % Laboratory Report and Judgement viva


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 show competence in researching, planning and carrying out proposed research ideas.

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, extensive and comprehensive referencing, appropriate writing style; presentation.


N/A


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit delivers core material in food microbiology, inspection, analysis, food borne disease and strategic frameworks for controlling food borne infection

INDICATIVE CONTENT

History and development of food safety management practices Principles of prevention and control of intrinsic and extrinsic

parameters eg. Hurdle technology Food microbiology and toxicology relating to fitness for human

consumption; Food inspection at point of sale; to include fruit, vegetables, fish,

game, red meat and other foods. Infectious disease surveillance and control; the role of individuals

and organisations in the investigation and control of food poisoning; evaluation of reporting and notification systems.

Retail food premises inspection; hygiene control; rapid detection markers for premises hygiene; bioluminescence swabbing and food sampling

Food safety management systems ; quality control; auditing; HACCP; review and evaluation of risk regulation systems; evaluation of the role of assurance and certification standards in improving food safety

Critical evaluation of the effectives of the regulatory arrangements for food control, particularly with relevance to enforcement failings.

Critically appraise official recommendations for change in practice e.g. Pennington, Hampton

Safety management – farm to fork and animal husbandry, farming including pre harvest, slaughter and post slaughter and harvest operations


LEARNING ACTIVITIES


Type of Activity %


Directed study 40%





None


LEARNING RESOURCES

ESSENTIAL READING

Key Texts: Burlage, R. (2012). Principles of Public Health Microbiology, Jones and Bartlett

Knechtges, P.L (2012) Food Safety: Theory and Practice. Jones and Bartlett Learning

Wallace, C.A., Sperber, W.H., and Mortimore, S.E. (2011) Food Safety for the 21st Century: Managing HACCP and food safety throughout the global supply chain. Wiley-Blackwell

Merrill, R. (2010) Introduction to Epidemiology, Jones and Bartlett Press, 5th Edition Engel, F., McDonald, D.,(2008) Managing Food Safety, Chadwick House Group Limited, 2nd Edition

Montville, T., Matthews, K (2008) Food Microbiology, 2nd Edition, ASM Press

Sprenger & Richard A (2007) Hygiene for Management: a text for food hygiene courses / Richard A. Sprenger. – Doncaster: Highfield.

Pidgeon, N et al. (2003)The Social Amplification of Risk, Cambridge Press.

Journals:British food journal Journal of Food ProtectionJournal Food ControlJournal of Food microbiologyJournal of Food Safety


ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUYSPECIAL ICTS REQUIREMENTSANY OTHER ADDITIONAL RESOURCES


ADMINISTRATION


27th January 2010


10th June 2011


Pr. Judy Donnelly.



UNIT CODE 32NFM001

UNIT TITLE Nutritional / Food BiochemistryUNIT ABBREVIATION NFB

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR Dr B. Tiwari

KEYWORDS Nutritional Biochemistry, biomarkers, macro and micronutrients, health








(highlight final



1 Poster presentation 40 % 3,4

2 Case study analysis – 3500 words 60 % 1,2

Assessment one will cover learning outcomes 3 and 4.Assessment two will cover learning outcomes 1 and 2.The poster presentation will be 15 minutes and include critical evaluation of a key nutritional biochemistry paper.Written coursework two – a 3500 word case study relating to an individual with unusual biochemical parameters.

Students will undertake a short case study which will be assessed formatively.















1 3,4 40 % Poster presentation

2 1,2 60 % Case study – 2,500 words


The coursework will address all of the learning outcomes. The assessment topics will vary depending on the programme

(MSc Food and Nutrition or MSc Nutrition and Health), to provide relevant assessment.

The criteria for assessment will be: Critical understanding and evaluation Evidence of additional reading and knowledge of current

research, with appropriate citations Awareness of limitations and critical analysis Use of appropriate terminology and conventions Acknowledgement of future trends and recommendations


N/A


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will evaluate and critically analyse the developments at the forefront of nutritional / food biochemistry including macronutrients, micronutrients and food processing.

INDICATIVE CONTENT

Physiological biochemical values in the human body Changes in biochemical values as a result of disease and natural

processes Limitations of nutritional biochemistry Biochemistry of food processing with relevance to nutrition Biomarkers of nutritional status – current research Nutritional biochemistry of regulatory nutrients: Advanced biochemistry of macronutrients: carbohydrates, lipids and

proteins Current advances in biochemical analysis and methods Case studies in nutritional and clinical biochemistry Contemporary and future trends in nutritional biochemistry

LEARNING ACTIVITIES


Type of Activity %


Directed study 40%





None


LEARNING RESOURCES

ESSENTIAL READING

Key Texts:

Bender, D. A. (2008) Introduction to Nutrition and Metabolism (4th Edition), CRC

Gropper, S., Smith, J. L. & Groff, J. L. (2008). Advanced nutrition and human metabolism (5th edition), Thomas/Wadsworth, London.

Geissler, C. A. & Powers, H. J. (Eds) (2005) Human Nutrition (11th edition). Elsevier Ltd, London.

Journals:American Journal of Clinical NutritionBritish Journal of NutritionClinical chemistryJournal of Nutritional BiochemistryTrends in Biochemical Sciences



None


None


None

ADMINISTRATION


27th January 2010


10th June 2011


Pr. Judy Donnelly.




UNIT CODE 32NHM001

UNIT TITLE Nutrition, Health & LifestyleUNIT ABBREVIATION NHL

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR Dr Emma Derbyshire

KEYWORDS Nutrition, health, current health issues, novel assessment methods, guidelines








(highlight final



1 News report (750 words) 30% 4

2 Literature review (3500 words) 70 % 1-3

Assessment one will cover learning outcome 4.Assessment two will cover learning outcomes 1-3.Written coursework one – a 750 summary news report based on interpretations from a topical nutrition article.Written coursework two – a 3500 word literature review in the style of a nutrition journal.

Students will also be asked to write a short critical piece of writing in one of the seminars which will be assessed formatively.










Work within social, environmental and community contexts 1





1 4 30% News report (750 words)

1 1-3 70% Literature review (3500 words)


The criteria for assessment will be: Evidence of critical evaluation and understanding of the aetiology of

disease Well thought out structure and use of supplementary materials Reference to evidence-based peer reviewed papers Appropriate scientific writing style Inclusion of recommendations for further research


N/A


OUTLINE OF THE UNIT

BRIEF SUMMARY This unit examines the relationship between nutrition, health and lifestyle. The methods for assessing nutritional status, diet and epidemiology will be evaluated throughout this unit.

INDICATIVE CONTENT

Nutritional epidemiology - study methods and findings from the most pertinent epidemiological studies

International dietary reference values (sources and limitations) Principals of dietary assessment Uses and limitations of anthropometry and MUST screening tool Impact of nutrition/lifestyle on healthy ageing/disease prevention Role of nutrition in high risk and vulnerable groups Role of diet and other lifestyle factors in the aetiology of specific

health disorders (cancer, CVD, diabetes, obesity). Evaluation of effectiveness of intervention studies aimed at

improving health Population based research related to the primary prevention of

illness Role of scientific advisory committees and regulatory agencies Emerging concerns in nutrition, health and lifestyle.

LEARNING ACTIVITIES


Type of Activity %


Directed study 40%





None


LEARNING RESOURCES

ESSENTIAL READING

Key Texts: Derbyshire E (2011) Nutrition in the Childbearing Years. Wiley Blackwell: Oxford.

Geissler C & Powers H (2010) Human Nutrition. Churchill Livingstone, London.

Stanner ST et al. (2009) Healthy Ageing: The role of nutrition and lifestyle. Wiley-Blackwell, London.

Journals:American Journal of Clinical NutritionBritish Journal of NutritionInternational Journal of EpidemiologyJournal of Human Nutrition and DieteticsLancetMaternal and Child NutritionNutrition & Food ScienceNutrition BulletinNutrition Research ReviewsProceedings of the Nutrition SocietyPublic Health Nutrition



None


None


None


ADMINISTRATION


27th January 2010


10th June 2011


Pr. Judy Donnelly.



UNIT CODE 31RMM005

UNIT TITLE Research Methods

UNIT ABBREVIATION

RM

LEVEL OF STUDY

7

CREDIT VALUE 20 ECTS VALUE

10

HOME DEPARTMENT


UNIT COORDINATOR

Dr Yin Ling-Ling

KEYWORDS Research, methods, statistical analysis, project development


On successful completion of this unit students will be able to:4. Design aims and objectives for critical research within their chosen

international industry sectors and for their dissertation; 5. Review literature analytically and use appropriate citation referencing

techniques;6. Select and evaluate appropriate research methodologies for

critiquing papers and the dissertation / research project and report appropriately on findings.




1 Critical review of research paper – 2000 words

40% 1, 2

2 Research Proposal – 3000 words

60% 3

Assessment one will cover learning outcomes 1 and 2.Assessment two will cover learning outcome 3.Written coursework one – a 2000 word critical review related to a topic of interest.Written coursework two – a 3500 word research proposal related to their chosen dissertation/consultancy topic.





2





2





2


An essay comprising a critical review of a contemporary research paper 2,000 word (40%)Research proposal for a dissertation 3,000 words (60%)Although one of the unit’s primary purposes is to provide research methodology support for the 60M credit Dissertation it also facilitates the development of additional skills and abilities relevant to critical enquiry which has applications in other units on the MSc and MA programmes. It is designed to provide an opportunity for the student to develop skills relating to problem solving and evaluation and to the conduct of research both in general and within the context of the student’s chosen field. The MSc critique papers and dissertation topics must pertain to the subject of the award, i.e., [international] tourism, hospitality, events, Food, Food Marketing, E-Business, consumer marketing, Nutrition & Health, Food & Nutrition and Food Safety as appropriate, and in addition the MA dissertation topics must have a strategic focus. For this unit the project may take the form of a research project, paper or suitable alternative.


1. The 2,000-word essay will be assessed by reference to the strength/quality of the argument it contains and the weight of evidence used to support this. (Outcomes 1 & 2)The unit leader in advance of the commencement of the coursework must approve the critique paper. The focus of the chosen paper must be aligned with the title of the student’s award. 2. The research proposal will include: a title; an aim and objectives; brief background/justification for choice of topic (about 1,000 words), including key literature sources (references and an additional bibliography to be provided); proposed method(s) of data collection and analysis about 3,000 words), possible outcome(s) - optional. (Outcome 3)Each student is required to have one dissertation supervisor. Students are invited to select their own supervisor, with the agreement of the individual concerned. However, assistance will be available from the unit leader if required.



OUTLINE OF THE UNIT

BRIEF SUMMARY This unit gives an understanding of how to carry out both primary and secondary research for academic purposes

INDICATIVE CONTENT

Beginning research – Masters’ level dissertations and research projects, choosing an area, developing a title and writing a synopsis, the role of the supervisor, formulating aims and objectives

Research philosophies – positivism, phenomenology, epistemology, ontology

Research methodology – inductive and deductive approaches, rationale, conceptual and theoretical frameworks, hypotheses, research designs.

Literature reviews – validity of sources, critical analysis, citation referencing and collation of secondary data.

Primary data collection – qualitative and quantitative sampling, sampling, sampling probability, statistical inference, survey interviews, focus groups, questionnaires and observation.

Introduction to statistics Analysing quantitative data – tabulation, presentation, analysis,

measures of central tendency and dispersion, tests of significance, use of software packages

Analysing qualitative data – recording, categorisation, typologies, content analysis, grounded theory, observation and assessing validity

Introduction to Practitioner – Based research and a framework for this approach at Masters’ level. Writing-up and presentation.

LEARNING ACTIVITIES


Type of Activity %

Summative assessment 25

Directed study 50

Student-centred learning 25


N/A


LEARNING RESOURCES

ESSENTIAL READING

Key texts:

Bell, J. (2010) Doing Your Research Project (5th ed.) Maidenhead: Open University Press.

Borenstein M et al. (2011) Introduction to meta-analysis. Wiley Blackwell.

Field, A. (2009). Discovering statistics using SPSS for Windows, 2nd edn., Sage. London.

Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Research Imagination. London: Sage. Levin, P. (2005). Excellent dissertations, Maidenhead: Open University Press.

Pallant, J. (2010) SPSS Survival Manual (4th edn.) Maidenhead: Open University Press.

Saunders, M., Lewis, P., and Thornhill, A. (2009) Research Methods for Business Students (5th Ed). Prentice Hall: London, UK (Electronic version also available).


None


None


ADMINISTRATION


27th January 2010


10th June 2011


Pr. Judy Donnelly.




UNIT CODE UNIT TITLE Food Innovation and Product DesignUNIT ABBREVIATION FIPD

LEVEL OF STUDY

7


HOME DEPARTMENT


UNIT COORDINATOR Brijesh Tiwari / K. Mahadevan

KEYWORDS Food innovation, functional foods, regulations, HACCP.



1. Appraise the use and application of various tools for creativity and Innovation in food research and development.

2. Relate the scientific disciplines fundamental to the development of novel foods.

3. Summarise the technological and managerial skills as input for food quality attributes.

4. Critically explore and exploit various food processing and preservation techniques for process and product design.



TypeWeighting


1 Report 40% 1

2

Project – Group work in product development

60% 2, 3, 4



Analyse real world situations critically 1, 2


2

Communicate effectively using a range of media 1, 2



1, 2

Find, evaluate, synthesise and use information 1, 2






Continuous Assessment:

Report: Evaluation of innovation and creativity in the food industry with pertinent examples (40%)

Group Project: - Quality of the product produced (20%)- Coursework Presentation (20%)- Individual contribution to the group – assessed through a reflective

report (700 words) (20%)


The criteria for assessment will be: Ability to research, assimilate and evaluate appropriate sources of

information and report on innovation in the food sector focusing on tools and creativity used with pertinent examples.

Ability to effectively communicate the process of product development and demonstrate an understanding of the underlying principles involved.

Awareness of ethical considerations, food regulations, principles of food safety, sustainability, costing during product development.

Ability to critically evaluate product development and performance in group project, reflect on own contribution and the technological and managerial skills developed.


N/A


Assessment Number

Outcomes Weighting Assessment Type

1 1 40 % Report

2 2, 3, 4 60 % Project – Group work in product development

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit allow students to become informed about emerging issues in food and nutrition, enabling them to apply their knowledge practically.

INDICATIVE CONTENT

Challenges in food safety, quality and nutrition Food product life cycle Novel food regulations Implementation of HACCP, GMP and other standards for food

product and process design Functional foods and neutraceutical Functional ingredients Food quality design Packaging technology and development Formulation and food product design Sensory evaluation and consumer sciences Food security and sustainability

LEARNING ACTIVITIES


Type of Activity %


Directed study 40%



200 hours student learning22 hrs lectures 44 hrs seminars/practicals

The students will work in small groups to develop their product under the guidance of an academic mentor. In this module students are expected to take primary responsibility for their own learning and the achievement of their project objectives; the role of the academic mentor is to facilitate these processes. To do well in this module and achieve the desired learning outcomes students will need to synthesise from their prior and current learning.


None


LEARNING RESOURCES

ESSENTIAL READING

Essential Texts:

Baker, M.J. (2007) Product strategy and management 2nd ed. - Harlow : Financial Times Prentice Hall.

Earle MD, Earle R, Anderson A (2001) Food product development : CRC; Cambridge : Woodhead.

Graf, E and Saguy, I.S. (1991) Food product development : from concept to the marketplace Chapman & Hall.

Kehoe D (1996). The Fundamentals of Quality Management. Chapman and Hall Hubbard, M. R. (2003). Statistical Quality Control for the Food Industry (3rd Edition): Springer Verlag.

Meilgaard, M, Civille, GV and Carr, BT (2006). Sensory evaluation techniques, Boca Raton, Fla, London:CRC Press.

British Standards Online, http://bsonline.techindex.co.uk


Scientific calculator.


None


None

ADMINISTRATION

JACS CODEDATE OF APPROVALDATE OF MOST RECENT CONSIDERATION:

May 2012


Pr. Judy Donnelly



http://lists.lib.mmu.ac.uk/link?url=http%3A%2F%2Fbsonline.techindex.co.uk%2FBSI2%2FDir1%2Fsitepage.asp%3FLS%3D%26PgID%3D0000%26LR%3D%26LD%3D%26Src%3D%26Dest%3D%26Last%3D%26SessID%3DGXV7AX08X0D89NCF8VKUBJTKP462BGEC%26MSCSID%3D%26ErrID%3D%26SessStat%3D%26Parent%3D%26Child%3D%26PCount%3D0%26LogStat%3D%26URLData%3D


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Web viewBrief Overview. Brief Descriptive Summary. MMU is currently offering three exciting Masters courses that will enable students to develop core skills needed to work in