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Faculty of Business & Law

BA (Hons) Food Business Entrepreneurship

PROGRAMME SPECIFICATION

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

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

1 Date of initial Approval or last review: Dec 2014

2 Effective date of Approved/Reviewed Programme Specification:

September 2015 – May 2021

3 This Version effective from: September 2016 4 Version number: 2015 /Version 2

Modifications to Programme Specification

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

Cross Referencing of Programme Specifications

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

Award Programme Specification

•

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

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT Programme Specification The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference Section H – Log of Modifications SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

BA (Hons) Food Business Entrepreneurship

2 Brief Summary

Food Entrepreneurship is one of the hottest topics today. This unique degree course is aimed at giving students an in-depth understanding of a newly developing, diverse food scene and helping them develop into creative, innovative and responsible entrepreneurs. Students will learn about food from farm to plate in a local and global context including general business management and integrated communication skills. In recent years a British food renaissance has occurred and there is no sign of it slowing down. Increasingly we are seeing new food entrepreneurs generating exciting, fresh ideas and setting up businesses that transform our High Streets and use more sustainable food business practices. Manchester is home to a diverse and vibrant food industry covering all market levels and MMU is the UK’s Greenest University; this all means that we are very passionate about the issues explored on this course.

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This exclusive degree has been designed in partnership with a forum of industry representatives from various disciplines and backgrounds. Our connections with a range of food related organisations throughout Manchester, nationally and internationally means that the course is best placed to be responsive to the needs of the economy, major food retailers and independent micro-businesses. The course adopts a blended delivery approach using a range of food workplaces to support learning within MMU; organised study trips to organic farms, food producers, social enterprises and top restaurants will deepen students understanding of how food gets from field to plate.

3 Awarding institution Manchester Metropolitan University

4 Home Faculty Faculty of Business & Law

5 Home Department/School/ Institute School of Tourism, Events & Hospitality Management

6 UCAS/GTTR code(s) F468

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

• Certificate (Level 4) • Intermediate (Level 5) • Honours (Level 6)

8 Alignment with University Curriculum Framework

Undergraduate

9 Engagement with the University-wide Provision

This BA (Hons) Food Business Entrepreneurship course does not offer opportunities to engage with Uniwide language provision. Industry feedback from extensive consultation revealed that this was not an essential requirement of the course and the lack of a language provision would not adversely affect employment opportunities of graduates

10 Compliance with University Assessment Regulations

Undergraduate

11 Approved Variations/Exemptions from University Assessment Regulations

None

12

Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s) • Honours (Level 6) • BA (Hons) Food Business Entrepreneurship

Discontinued – last intake September 2015

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

14a (i) Combined Honours Awards available eg:

• BSc/BA (Hons) AB • BSc/BA (Hons) AB and XY • BSc/BA (Hons) AB with XY

N/A

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

N/A

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

N/A

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination

Home Programme Specification & Home Dept

N/A

15 Interim exit awards and Subject title(s)

• Certificate (Level 4) Cert. HE Food Business Entrepreneurship

• Diploma (Level 5) Dip HE Food Business Entrepreneurship

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Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/A N/A

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A N/A

Professional, Statutory and Regulatory Bodies

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

N/A

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

N/A

Approval Status

20 Date, outcome & period of approval of most recent MMU review/ approval

(i) Latest review/approval This course was approved on 2nd December 2014

(ii) Major Modifications to Programme Specification since last review/approval N/A

21 Next Scheduled Review Date: 2020/21

22 Programme Specification effective date:

September 2016

SECTION B - OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation

and self-management; GO3. express ideas effectively and communicate information appropriately and accurately using a

range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and respecting

different perspectives; GO5. manage their professional development reflecting on progress and taking appropriate action; GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary field.

24 Programme Rationale

BA (Hons) Food Business Entrepreneurship is the product of an extensive research and consultation process with the aim of developing students that have an in-depth understanding of a newly developing, diverse food scene and helping them develop into creative, innovative and responsible entrepreneurs. Food Entrepreneurship is a strong area for research and media attention. The course takes a holistic view of food in a business context; exploring the challenges in the global food system whilst developing relevant business and communication skills. It explores how food can be used to regenerate regions and build community interactions and create a ‘sense of place’. Creative independent food outlets, making food with passion, can breathe life into areas as evidenced in Manchester’s Northern Quarter. The consultation and research process includes; industry consultation on the need for and design of the degree course, a review of academic and trade literature of trends in the marketplace, a review of current Higher Education provision in ‘food’ subjects, and a review of placement and graduate opportunities. Food Entrepreneurship as a discipline of study at HE level provides an opportunity for Manchester Metropolitan University to tap into this developing and diverse food scene. The programme design is based on four core themes of business entrepreneurship, sustainable / responsible food, integrated communications and food studies. The food industry has a constant need for appropriately qualified graduates that can view food holistically, examine its place within society, explore the nature of food and the importance to health, understand what it is and why we eat it, how it’s produced and how consumer behaviour interacts with trends. Through extensive research on current HE provision, Manchester Metropolitan University has an opportunity to position itself by providing a programmes that develops employability skills whilst

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exploring systems and analytical thinking around complex, interdisciplinary food politics, gastronomy, reliance and how they interact with global resource depletion and climate change in the UK. Kitchenette, a food incubator hub based in London, recently published ‘A Steak in the Economy’ – why food entrepreneurship is so important to the economy and how best to support it’. Within this report, they are critical of current training providers in this field in that they offer little in the way of relevant training and guidance, and don’t tend to offer entrepreneurship courses that deal with all the skills required to set up food businesses ranging from business planning to food hygiene. BA (Hons) Food Business Entrepreneurship is this addresses this need. The programme themes have been developed as a result of this extensive consultation process: Business Entrepreneurship It is well documented in the media that Food Entrepreneurship is a one of today’s hottest topics and the food sector plays a considerable role in contributing to the UK’s economy and health, welfare and sustainability of the population and environment. ‘Visionary entrepreneurs should take a long hard look at the food industry. There are going to be some big changes and lucrative opportunities’ (The Huffington Post, 2012). Food Entrepreneurship offers credible opportunities to individuals with a passion for food and ethical practices, success stories include Pret a Manger who are now visible in four countries and employ 7,000 people globally, Ocado, and locally, Living Ventures. With better encouragement this sector could create an additional 25,000 jobs, and contribute an additional £500 million to GDP a year (Kitchenette, 2013) Sustainable / Responsible Food Discerning consumers are far more aware and selective about the type of food that they consume and tastes have shifted towards locally grown, artisanal food that benefit local farmers and producers and offer a credible alternative to mass-produced ‘Frankenfood’. LS:N Global’s Food and Drink Futures Report (2013), documents consumers’ disconnection from brands and lack of trust in provenance and the supply chain of food with consumers seeking ‘products with organic and locally sourced ingredients that incorporate a philosophy of skill, passion and quality’. The population growth in the UK and globally is putting additional pressure on all elements of the food supply chain and ethical considerations can no longer be ignored. To feed the world’s population by 2050 will require a 70% increase in food production at a time when soil quality is degrading, water is more scarce and polluted and climate change is creating more floods and more droughts. Last year, CEO’s from supermarkets Waitrose and Tesco admitted that the era of cheap food is over. Food security is becoming a more important factor for consideration resulting in city dwellers becoming farmers once more. Integrated Communications Promotion of food products and concepts require carefully crafted and ‘savvy’ communication packages. LS:N Global document that ‘social media is a fantastic way to connect to a wider audience, and we believe it’s a great way to build brand awareness and get people talking’ and that ‘The power of digital communication is undeniable. According to research company Forrester, more than 70% of the population of Western Europe will be engaged with social media by 2017. Research from Bain and Co shows that consumers who engage with brands through Facebook, Twitter and other social media spend 20-40% more than other consumers. Food Studies How we buy and consume food says a lot about our culture, experiences and values. Gastronomic experiences are becoming a central part of our daily lives and sharing our food experiences with family and friends enhances our lives. This is being stimulated by innovative business models such as street food stalls, food ‘events’ and pop-up eateries and the gastronomic experience on offer has never been better.

25 QAA Benchmark Statement(s)

As the programme relates to different sets of Benchmark Statements, they have been colour coded in Map 1 as follows. Agriculture, horticulture, forestry, food and consumer sciences (2009) – This set of Benchmark Statements have taken priority in programme design http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Agriculture.pdf Hospitality, leisure, sport and tourism (2008) http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Hospitality-leisure-sport-tourism-2008.pdf General Business and Management (2007) http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-General-business-and-management.pdf The selected benchmark statements relate directly to the four themes integrated into the programme design: sustainable / responsible food, integrated communications, business entrepreneurship and food

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studies.

26 Programme Specific Outcomes

(a) Final Award Learning Outcomes On successful completion of BA (Hons) Food Business Entrepreneurship, students will be able to: PLO1. Recognise and apply subject specific facts, theories, paradigms, concepts or principles; allowing

for competing or alternative explanations within the subject area of food business entrepreneurship

PLO2. Demonstrate competence in the analysis of complex systems relating to the food sector, integrating societal, environmental and economic perspectives with a focus on finding innovative and entrepreneurial solutions

PLO3. Formulate lines of enquiry, investigate knowledge gaps, apply appropriate research methodology and integrate practical knowledge to tackle problems and develop innovations in the food sector

PLO4. Reflect critically on their own values and examine different perspectives to understand how values can shape commerce and policy in sustainable food systems

PLO5. Manage their professional development and learning to enter the fast-growing employment sector of food; demonstrating flexibility, initiative, creativity, entrepreneurship, motivation and setting high standards of behaviour whilst holding themselves and others accountable

PLO6. Generate new ideas, plan, communicate and execute a food entrepreneurship project that recognises finite resources and responsible practices and evaluate the outcomes and draw valid conclusions

PLO7. Apply product design, sensory analysis and project management techniques to develop new entrepreneurial food products or concepts

PLO8. Articulate the size, structure and organisation of the food industry and food supply chain in the UK and globally whilst showing understanding of the drivers for change in food policy

PLO9. Articulate the key economic and business challenges facing decision makers in the food industry and how to address them

(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study

27 Interim Award Learning Outcomes

On successful completion of Level 4 (Cert HE) Food Business Entrepreneurship, students will be able to: PLO 1. Recall knowledge of the underlying concepts and principles of the directly taught programme PLO 2. Demonstrate a range of transferable and generic skills enabling them to communicate

effectively, and work individually or in teams to meet deadlines PLO 3. Communicate the environmental impacts and social consequences of food production for a

growing population and evaluate measures to address prevailing issues PLO 4. Identify underlying principles and concepts in business development, innovation,

entrepreneurship, leadership, and the marketing and economic environment for entrepreneurial food businesses

PLO 5. Describe cultural, economic, ecological and sociological drivers behind food production and consumption trends

PLO 6. Explain the role of branding and communications and its strategic importance to entrepreneurial food businesses

On successful completion of Level 5 (Dip HE) Food Business Entrepreneurship, students will be able to: PLO 1. Recall subject specific knowledge based on the directly taught programme with some evidence

of wider enquiry PLO 2. Develop enterprise and professional practice skills and reflect upon them to prepare for future

employment PLO 3. Apply quantitative and qualitative research methodologies to develop new ideas PLO 4. Synthesise the challenges between environmental impacts and health and nutrition concerns

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PLO 5. Demonstrate creative and practical knowledge and explain key theoretical aspects of sustainable food entrepreneurship

PLO 6. Analyse the influence of the consumer in the development, provision and consumption of goods and services

PLO 7. Develop working relationships using teamwork and leadership skills, recognising synergies across different disciplines and respecting alternative perspectives

SECTION C – STRUCTURE

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

BA (Hons) Food Business Entrepreneurship Discontinued – last intake September 2015 Level 4

Core Units

Code - Pre/Co-requisites

Unit Title No of credits

324Z0036 None Sustainable Food 30

324Z0037 None Principles of Food Entrepreneurship 30

324Z0038 None Food Culture from Field to Fork 30

324Z0039 None Integrated Communications 30

On successful completion of Level 4 – interim exit award: Cert HE Food Business Entrepreneurship

Level 5

Core Units

Code - Pre/Co-requisites

Unit Title No of credits

335Z1000 None Synergy 30

325Z0042 None Sustainable Diets 30

325Z0043 None The Sustainable Food Entrepreneur 30

325Z0044 None Creative Communications 30

On successful completion of Levels 4 & 5 – interim exit award: Dip HE Food Business Entrepreneurship

Level 6

Core Units

Code - Pre/Co-requisites

Unit Title No of credits

326Z0064 None Innovating in a Competitive Food Market 30

326Z0065 None Practice-Based Food Entrepreneurship Project 30

326Z0066 None Responsible Food 30

326Z0067 None Responsible Communications Management 30

On successful completion of Level 6 – Final exit award: BA (Hons) Food Business Entrepreneurship

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

BA (Hons) Food Business Entrepreneurship is degree programme within the faculty, that shares common areas with established programmes such as BA (Hons) Hospitality Management and BSc (Hons) Nutritional Science. Therefore, the programme team can source information on current and future career prospects of their graduates from local networks and in addition from the establishment of a broader network of key stakeholders. The Careers & Employability Service offer information relating to destinations of graduates, detailing a high faculty employability rate of leavers going into employment and /or higher degree education. Graduates of this programme will have the opportunity to continue with further complementary studies as the faculty is in the process of developing a suite of ‘Responsible’ Masters programmes to include MSc Responsible Food. During the development of the programme, the programme team have forged relationships with an array of food enterprises and related sector organisations, locally, nationally and internationally. These

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relationships and interactions have been fundamental to the design and development of the course and have dictated curriculum content and assessment criteria to ensure that graduates of the course have the skills, knowledge and understanding to meet the current and future challenges facing the food sector. Career opportunities within the food industry are extensively documented; Food, Aquaculture, Dairy and Waste Management all recently appeared in The Top 50 Jobs of the Future (Irish Independent, 2014). Due to strong public interest in food, graduates that have excellent communication, team working and practical problem solving skills are in high demand; especially those who can advise consumers and companies on current issues or develop into entrepreneurs creating their own positions in the food sector. The industry is growing daily and because of widening consumer choices and interests, there are now many different jobs that come under the umbrella of food, starting from the beginning of the chain on the agricultural and production side, through to the consumption stages. The Graduate Recruitment Bureau (2014) reports exciting times ahead for graduates entering this sector that is being shaped by demands for ethical manufacture, environmentally friendly production methods, authentic regional ingredients and greater fairness throughout the food chain.

30 Curriculum Design

The MMU Curriculum Framework for Undergraduate Programmes of Study, the QAA Framework for higher education qualifications in England, Wales and Northern Ireland, the QAA Subject benchmark statements, and the MMU Strategy for Learning, Teaching and Assessment, were referred to during the design of the curriculum for this programme. To ensure that the course meets the needs and expectations of students, an extensive consultation process was conducted for the overall programme and unit design (detailed information can be found within the Market Research document). The consultation process consisted of: - A review of the academic and trade literature to identify current and future trends within the sector - Programme team study trips to organisations and destinations e.g. London, Pollenzo, Brooklyn,

River Cottage, Kitchenette to experience Food Entrepreneurship practice and communities to influence curriculum design

- A significant industry consultation process incorporating industry engagement events where representatives from diverse fields of the sector assisted in the development of the key themes of the programme

- A ‘post-it’ note exercise where the programme team used themes identified from the industry engagement days to structure the programme themes, unit titles and content

- The writing of unit content by industry specialists who are also part of the programme team - Visits to organisations and businesses, representing the diverse fields of the sector, local national

and international to review the programme and unit content and suggest changes as necessary - The creation of an advisory panel / food community who will meet monthly in engagement events to

influence the curriculum, discuss current trends and issues and contribute to the programme blog - The sourcing of practitioners to deliver content, be involved in assessing student work and offer

work experience / placement opportunities The curriculum and units at each level are based on the four key themes identified by industry consultation – business entrepreneurship, integrated communications, sustainable and ethical practices and the understanding of food culture, development and trends. In addition, there is an emphasis within the design of the curriculum to develop communication and verbal presentation skills and teamwork / people skills necessary for a career in the food industry. A strong collaboration with industry has been designed to provide extensive work-based / experiential learning opportunities. The QAA describes education for sustainable development as being ‘the process of equipping students with the knowledge and understanding, skills and attributes needed to work and live in a way that safeguards environmental, social and economic wellbeing, both in the present and for future generations’. This is a university strategic priority and on the department agenda as it is currently developing a suite of responsible business qualifications. Sustainability, ethics and social responsibility are key challenges for the food sector as consumers become more discerning regarding the food that they consume, global population continues to rise against a backdrop of finite resources, and health issues relating to food consumption continue to dominate in the media. Every unit on the programme is underpinned by an ethos of sustainability awareness and responsible practices to educate students to become future change-makers in the food sector. The food sector is a complex global system and to reflect this, the internationalisation of the curriculum is achieved through the introduction of global perspectives of Food Entrepreneurship. The curriculum is designed to incorporate global food policy, the impact of culture on diet, the study of food communities within global destinations, global food chain issues and social and ethical considerations for the global food industry so that students are equipped with the knowledge and skills to be global citizens.

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Students are offered the opportunity to participate in an international food study tour during the life of the programme. Funding is available to students wishing to undertake placement and study exchange opportunities throughout Europe and in addition to this, international placement opportunities are supported through an initiative that allows students to apply for travel bursaries to assist with the financial implications of undertaking a placement abroad. A key objective of the course is to stimulate and develop innovation and enterprise skills applicable to the food industry. Up to 8,000 new food products are launched in the UK alone every year (The Food and Drink Federation, 2014). One theme running throughout the programme focuses entirely on entrepreneurship taking students through a journey starting from idea generation and innovation to the development of their own food product or concept, supported by a fully developed business plan and communications package. Students will benefit from the learning experiences of Manchester Food Research Centre, the faculties recognised global test bed for product development, branding and marketing. Synergy Unit Management:

This Faculty wide unit will be delivered on a programme specific basis. Delivery of the unit will be by a member of each programme teaching team. They will work alongside cross- faculty staff in the planning of the unit to allow for greater interaction between courses and the sharing of best practice.

31 Learning and Teaching

The approach to learning and teaching on the BA (Hons) Food Business Entrepreneurship degree is based on combining academic understanding of theory with professional abilities and practice. This reflects the University’s Corporate Strategy with an emphasis on facilitated learning rather than teaching, allowing pro-active and engaged students to learn about food entrepreneurship via visits, guest lectures, social media and self-directed study in a highly innovative programme format. The course has a strong social science and business focus and emphasises the development of key skills including communication, work-based problem solving and teamwork. A strong focus on experiential learning in the work place, dealing with real-life problems will build self-confidence and problem solving skills required by employers. This approach is intended to actively engage students and satisfy different learning styles. The learning experiences incorporated within the programme include: - A variety of teaching experiences including lectures, seminars, workshops, tutorials on-site

delivered by specialist staff and visiting industry practitioners - Study field trips to a range of organisations exploring the complex system of how food gets from

field to plate and how food ‘communities’ help to ‘create a sense of place’ - Extensive experiential learning opportunities, including food development master-classes, sensory

analysis of food products and opportunities to engage in the latest technological advances impacting the industry e.g. carbon footprint monitoring technology and augmented reality technology

- Project-based work with real world relevance - Work-based learning through work experience, optional placement or volunteering opportunities - Opportunity to contribute and collaborate on the course blog discussing sector specific trends and

issues - Exposure to business issues through employer-based case studies - Varied and challenging formative and summative assessment The course is designed to encourage students to become ‘active participants’, individually and within groups. As students’ progress to the next level of study there will be an increasing reliance on student-centred modes of learning, which will foster the development of a professional approach to lifelong learning. The programme team promote a supportive and inclusive learning environment supported by an academic tutor system and established university-wide support networks. This supportive environment commences pre-entry with all applicants being invited to a course specific student conference planned for the year of entry during the spring term; advice regarding reading materials from thought provoking authors, a pre-entry skills audit to encourage personal reflection and induction week activities that integrate the ‘Manchester’ food community and offer opportunities for students to socially integrate. Students will be encouraged to establish a ‘MMU Foodies’ society, building a community of local practitioners and learners that will meet monthly at engagement events to debate current sector issues and showcase innovation. Progression between Levels 4 and 5 is an institutional priority and is supported on the programme in the following ways: - Weekly tutorial slot for academic / pastoral care and review of portfolio development - Faculty ‘study skills’ programme promoted to students - Coursework ‘drop-in’ clinics for formative feedback on summative assessment

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- Summer re-sit /revision classes / online forums for coursework support - Where possible, the same academic group tutor to build rapport through the life of the programme. Throughout the programme of study, there will be regular opportunities for formative feedback on progress taking a variety of forms; individual and group, written, verbal using technology, in a workshop environment, peer assessment and industry practitioner feedback. This formative feedback is intended to consolidate learning, to reiterate academic standards and to provide advice to promote achievement in summative assessment. In the early stage of the programme, students will be familiarised with their obligations relating to the MMU Commitment and the expectations that the programme team have of them. In addition, the Faculty also has its own Code of Conduct setting standards of expected behaviour. Food Business Entrepreneurship will draw on the specialist staff who have first-hand experience in subject areas such as gastronomy, nutrition, hospitality, food science, responsible business, marketing, communications and branding. Many within this specialist team are active researchers and will share the current thinking and innovations in this field with students through the curriculum. Ongoing professional development activities for the programme team will include; conference attendance, externally accredited courses, study trips, networking events and University Continuing Professional Development facilitated through CELT (Centre for Excellence in Learning and Teaching).

32 Assessment

The assessment strategy for BA (Hons) Food Business Entrepreneurship is developed in line with the MMU Curriculum Framework for Undergraduate Programmes of Study. The assessment strategy will assist in identifying student progress, promote learning and act as an incentive to stimulate achievement. The assessment strategy is aligned to the learning outcomes of each unit and designed to establish whether these outcomes are met. An assessment calendar will ensure an even spread of deadlines. The programme team responsible for marking summative work will conform with the four-week turnaround of marking and moderation to ensure that timely feedback is provided in a variety of forms that encourages reflection and improvement. Where appropriate, all written assessments will be marked anonymously and in the case of assessing student presentations, two tutors will be present. The appointed external examiner and unit moderators will provide feedback to the programme team to ensure that work is assessed consistently and is pitched at the correct level of challenge for the level of study. Formative Assessment Formative assessments are incorporated into all units to allow students the opportunity to receive feedback, both positive and negative, enabling them to evaluate their own progress and reflect prior to submission of summative assessments. Summative Assessment In collaboration with industry partners, a wide range of assessment tools appropriate to consolidate and test knowledge, understanding and skills are developed. The strategy adopted at the various levels will broadly require a Level 4 student to analyse knowledge, a Level 5 student to evaluate and synthesize knowledge and a Level 6 student to create knowledge. There is an emphasis on industry appropriate, project-based forms of assessment based on real life problems to stimulate innovation and problem solving skills. The diet of assessment is created to offer variety and inclusive practices to afford every student the opportunity to achieve. Assessment briefs, submission dates, marking criteria and learning outcomes are clearly articulated within the unit handbooks, which will also be subject to a stringent moderation process. The marking criteria for each assessment will follow the University Standard Descriptors. A balance of individual and group assessment is developed reflecting the need to stimulate team-working skills appropriate for the food industry. The programme’s summative assessment strategy includes: - Student presentations, including verbal, AV, poster / mood board, enabling students to articulate

their ideas succinctly to a range of different audiences including industry panels - Peer and self-assessment, to develop reflection and critical analysis - Group reports, developing team-working skills and professionalism - Written assignments appropriate to industry, including a business plan, media article, business

reports to encourage clear articulation of ideas - Case studies, to encourage integration of learning across different subjects and the application of

professional skills to a variety of real-life scenarios - Digital communication campaigns, enhancing media and IT skills - Product development, consolidating practical skill development - A number of the summative assessment outcomes will contribute to the student’s course portfolio

evidencing professional development.

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33 Inclusive Practice

The programme team promotes the development of inclusive practices and equality of opportunity as defined by the QAA (2013) as ‘Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning.’ Staff are encouraged to be responsive to the teaching and learning needs of all students. However, disabled students may have some additional educational needs. The programme utilises the existing Framework for Supporting Disabled Students at MMU to offer staff guidance on helping students, and support for disabled students that can be embedded throughout all stages of a student’s university experience. The departmental disability coordinator (DDC) supports students and staff with adjustments that are identified in the student’s personal learning plan to ensure that they are effective. The DDC alongside the Disability Service can offer support for disabled people, and give staff information of particular barriers (e.g. physical adjustments that they might require). The teaching staff and DDC monitor the progress of students making sure that their personal learning plans are effective and make reasonable adjustments when required. Staff are encouraged to attend regular training organised by the Disability Service that provides guidance on how to deal with students who disclose a disability and how to make sure that teaching practice supports students with personal learning plans. The programme team are committed to anticipating, recognising and providing for individuals with a diverse range of physical, cultural, academic and pastoral needs. The pre-entry skills audit, induction activities, group tutor system and student portfolio of evidence are all mechanisms to assist in delivering this commitment, embracing diversity and being sensitive to individual needs. Manchester Metropolitan University has established policies and support mechanisms in place to support diversity and inclusive practice, but more specifically the programme team promote: - The use of inclusive language, images and case studies - A curriculum that embraces a range of cultural perspectives in the study of food - A range of assessments that does justice to a diverse student body - Mechanisms for making reasonable adjustments to teaching and assessment including practical

activities, fieldwork and placements - Financial support in the form of travel bursaries to allow equitable access to international placement

opportunities - Extra-curricular opportunities and opportunities to represent the university in collaborative

competitions to stimulate high achievement

34 Technology Enhanced Learning

The first principle of the MMU Strategy for Learning, Teaching and Assessment is the provision of an excellent learning environment and outstanding student experience, through effective use of technology to support learning, teaching and assessment. Therefore, the programme and units are fully supported by a variety of communication tools available within Moodle – (MMU Virtual Learning Environment) such as announcements, online forums and discussion boards to reflect on learning experiences with peers. Moodle will also be utilised to support assessment through online submission and feedback mechanisms and formative or summative tests and quizzes. Moodle will also support delivery on all the taught units enabling students and tutors access to a range of teaching materials. The programme team are in the process of creating a programme blog to facilitate discussion around topics, innovations and current thinking in food business entrepreneurship that tutors and students will be expected to collaborate with industry practitioners and contribute content. All of the units will incorporate technology built into either the delivery or the assessment to enhance students’ information technology, business and communications skills. These interactions include visual presentations, e-portfolio development, digital communication development, interaction with and evaluation of ‘apps’ and design of social media communication and analytics. The programme team have ensured that units have e-books to support access to core reading material and electronic journals.

36 Engagement with Employers

To develop knowledge, understanding and skills necessary to compete in the food sector, the programme team fosters extensive engagement with employers and organisations. This was initiated by extensive industry consultation at a local and international level in the design of the course and the units. The consultation process means that the programme team is confident in the academic and experiential learning on offer throughout the programme. Further information relating to this process is found in section 30 and within the Market Research document. To deliver real-life, practice-based context, it is essential that this industry engagement also feeds into

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the delivery and assessment of the programme and enhances opportunities for the students to develop a broad range of transferable skills, competences and behaviours. This is incorporated into the programme in a number of ways: 1. Industry master-classes on and off-site 2. Block delivery in the workplace for practical skill development 3. Study trips to local, national and international destinations and organisations 4. Work experience / internship opportunities 5. Opportunities to network at conferences and events 6. Developing a food product / concept with an industry mentor within the Level 6 Innovating in a

Competitive Food market unit 7. Pitching business ideas to industry practitioners in the Level 6 Practice-Based Responsible Food

Entrepreneur Project unit 8. Industry panels marking student presentations and assessed work and providing feedback 9. Extensive volunteering opportunities 10. Engagement in blogging activities 11. Monthly engagement events for industry panel, tutors and students to stimulate debate and

discussion of current food issues, trends and show case new products / innovations to inform the curriculum

37 Personal Development Planning

The programme adheres to the university wide policy and implementation of personal developing planning as documented in Principle 4 of The MMU Strategy for Learning, Teaching and Assessment. Personal development planning (PDP) commences with a pre-entry employability skills audit detailing prior experiences, knowledge and skills, which students complete and share with their personal tutor in the early stages of the programme. This encourages personal reflection and assistance in early identification of any potential study issues and allows for the promotion of departmental and institutional support opportunities. The skills-audit forms the first element of a portfolio of evidence that the students build throughout the programme and share with their personal tutor. In addition to the programme specific elements of the portfolio, they are encouraged to record skills development from experiences gained through outside employment and activities. The portfolio will include completion of a suite of professional short courses essential for employment in the food sector e.g. Food Hygiene and Personal Licensing at Level 4, and accredited courses linked to the Level 5 Sustainable Food Entrepreneur Unit. It contains reflections on personal capabilities such as those documented through Level 6 Innovating in a Competitive Food Market unit and there are further opportunities to contribute to the portfolio within the Level 5 Synergy Unit. The portfolio allows the student an opportunity to build their professional identity to help secure employment or business opportunities.

SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

All applicants are considered having regard for the MMU Equality and Diversity Policy and such anti-discrimination legislation as may be in force. The programme admissions regulations and entry requirements comply with the MMU Recruitment and Admissions Policy, and the scheme for the admission of students with advanced standing following the accreditation of prior learning. Admission to the programme is based on the reasonable expectation that the student will be able to fulfil the objectives of the programme and achieve the standard required for the award. Candidates must 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. Applications for admission without prior subject related learning but with a good level of prior experiential learning, are considered on an individual basis. Standard minimum points for University admission. Foundation Year admission requirements conform to standard University entry requirements. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

Standard Programme Management arrangements apply to this programme and are outlined in the document Management of Programme Delivery.

40 Staff Responsibilities

Staff responsibilities are as described in the University’s Management of Programme Delivery.

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the

Page 13 of 25

University’s Student Handbook. Student feedback and evaluation for the Department is overseen by the Associate Dean for Student Experience.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. University information on Student Evaluation is available from the CASQE website

Page 14 of 25

SECTION F – MAPPING MAP I

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

Level 4 Level 5 Level 6

Knowledge and Understanding Mapping (K)

Su

sta

inab

le F

oo

d

Pri

nc

iple

s o

f F

oo

d

En

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ip

Fo

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Fie

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rk

Inte

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Co

mm

un

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on

s

Sy

ne

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Su

sta

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le D

iets

Th

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usta

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oo

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En

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Cre

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ve

Co

mm

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on

s

Inn

ovati

ng

in

a C

om

peti

tive

Fo

od

Mark

et

Pra

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ce

-Based

Fo

od

En

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eu

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ip P

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ct

Resp

on

sib

le F

oo

d

Resp

on

sib

le C

om

mu

nic

ati

on

s

Man

ag

em

en

t

Skills

Mapping (S)

Agriculture, Horticulture Forestry, Food & Consumer Science (2009):

Demonstrate understanding of the scientific

factors limiting production and their

interactions

K S

S

K S

S

S

K S

S

S

S

S

K S

S

Demonstrate understanding of subject-specific theories, paradigms, concepts and principles, as well as some understanding of more specialised areas

Understand the policy and socio-economic

factors which form and influence systems

K S

K S

K S

K S

S

K S

K S

S

S

S

K S

S

Demonstrate the ability to define problems, devise and evaluate possible solutions, and to solve both routine and unfamiliar problems confidently

Recognise and address the ethical implications of production systems

K S

S

K S

S

S

K S

K S

K S

K S

KS K S

S

Seek out, analyse, synthesize, summarise and critically evaluate information

Demonstrate familiarity with relevant policy

and understand its aims

K S

K S

K S

K S

S

K S

K S

S

S

S

K S

S

Critically appraise academic literature and other sources of information

Page 15 of 25

Level 4 Level 5 Level 6

Knowledge and Understanding Mapping (K)

Su

sta

inab

le F

oo

d

Pri

nc

iple

s o

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En

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Fo

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rk

Inte

gra

ted

Co

mm

un

icati

on

s

Syn

erg

y

Su

sta

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le D

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Th

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usta

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oo

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on

s

Inn

ovati

ng

in

a C

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Fo

od

Mark

et

Pra

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ce

-Based

Fo

od

En

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ct

Resp

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sib

le F

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Resp

on

sib

le

Co

mm

un

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on

s

Man

ag

em

en

t

Skills

Mapping (S)

Explain physical properties of food and

experimentally determine their values

S

K S

S

S

K S

S

K S

K S

S

Use appropriate technology to address problems efficiently

Explain the role of nutrients in health K S

S

K S

S

S

K S

S

S

K S

KS

S

S

Use the internet critically and imaginatively for communication and information retrieval

Describe the principles and practice of major

food processing operations and food

preservation systems

K

K S

S

S

S

K S

K

K S

KS

K

S

Analyse personal strengths and weaknesses and take account of them

Explain the role of packaging materials for

food products

K

K

K

K

K

K

K

K

Design, apply and interpret statistically valid

sensory evaluation methods to assess food

quality and/or preference

K

K

K

K

Describe the main aspects of the business

environment in which food businesses

operate and recognise the impact of

management principles on the decision

making process

K

K

K

K

K

K

K

K

K K

K

Participate in hygiene and waste

management systems for the food industry

K

K

K

K

K

K K

Page 16 of 25

Level 4 Level 5 Level 6

Knowledge and Understanding Mapping (K)

Su

sta

inab

le F

oo

d

Pri

nc

iple

s o

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oo

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En

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rk

Inte

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ted

Co

mm

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on

s

Syn

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y

Su

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le D

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usta

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Cre

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ve

Co

mm

un

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on

s

Inn

ovati

ng

in

a C

om

peti

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Fo

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Mark

et

Pra

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-Based

Fo

od

En

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ren

eu

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ip P

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ct

Resp

on

sib

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oo

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Resp

on

sib

le C

om

mu

nic

ati

on

s

Man

ag

em

en

t

Skills

Mapping (S)

Critically evaluate and apply a range of

models of sustainability in a creative manner

K

K

K

K

K

K

K

K

K

K K

K

Critically evaluate a wide range of social and

individual factors in relation to consumer

attitudes and choices in the formation of

consumer knowledge ; and opportunities for

representation and redress

K

K

K

K

K

K

K

K

K

K K

K

Analyse and synthesise academic literature

and policy documents that seek to influence

consumer attitudes, choices and behaviour

K

K

K

K

K

K

K

K

K K

Examine and apply features of the legal

framework in relation to the production,

quality, advertising and purchase of

consumer goods and services

K

K

K

K

K

K

K

K

K

Critically discuss a range of social and

economic factors in differential access to

goods and services

K S

K

K S

S

K S

K S

K S

K S

K S

KS

K

K S

Page 17 of 25

Level 4 Level 5 Level 6

Knowledge and Understanding Mapping (K)

Su

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le F

oo

d

Pri

nc

iple

s o

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Co

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Syn

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Cre

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s

Inn

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in

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om

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Fo

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Pra

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-Based

Fo

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sib

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Resp

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sib

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Co

mm

un

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on

s

Man

ag

em

en

t

Skills

Mapping (S)

Hospitality, Leisure, Sport & Tourism (2008):

Operate and manage human and technical

resources

K K K K K K K K S

S

K Plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with, and interpretation of, appropriate data

Analyse and evaluate food, beverage and/or accommodation service systems, their implementation and operation

K K S

S

K S

K S

S

K S

K S

S

Plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills

S

S

S

S

S

S

S

S

S

S

S

S

Recognise and respond to moral, ethical, sustainability and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct

S

S

S

S

S

S

S

S

Undertake fieldwork with continuous regard for safety and risk assessment

Page 18 of 25

Level 4 Level 5 Level 6

Knowledge and Understanding Mapping (K)

Su

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le F

oo

d

Pri

nc

iple

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Co

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Co

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s

Inn

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in

a

Co

mp

eti

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oo

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ark

et

Pra

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ce

-Based

Fo

od

En

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ip P

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Resp

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sib

le F

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Resp

on

sib

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Co

mm

un

icati

on

s

Man

ag

em

en

t

Skills

Mapping (S)

Generic Business & Management (2007):

Graduates should be able to demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate and how they are managed. There is likely to be an emphasis upon understanding and responding to change and the consideration of the future of organisations and the external environment in which they operate

K S

K S

K S

K S

K S

S

K S

K S

K S

K S

K S

K S

Effective communication, oral and in writing, using a range of media which are widely used in business such as the preparation and presentation of business reports

Organisations - this encompasses the internal aspects, functions and processes of organisations including their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and their influence upon the external environment

K S

K S

K S

K S

K S

S

K S

K S

K S

K S

K S

K S

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

External environment - this encompasses a wide range of factors, including economic, environmental, ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, behaviour, management and sustainability of organisations

K S

K K S

K S

K S

S

K S

K S

K S

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

Page 19 of 25

Level 4 Level 5 Level 6

Knowledge and Understanding Mapping (K)

Su

sta

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le F

oo

d

Pri

nc

iple

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Inte

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Co

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Syn

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Cre

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Co

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un

ica

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ns

In

no

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ng

in

a

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oo

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Mark

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Pra

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ce-B

ased

Fo

od

En

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ip

Pro

ject

Resp

on

sib

le F

oo

d

Resp

on

sib

le

Co

mm

un

icati

on

s

Man

ag

em

en

t

Skills

Mapping (S)

Demonstrate knowledge and understanding in the following areas:

markets - the development and operation of markets for resources, goods and services -customers - customer expectations, service and orientation

finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications

people - the management and development of people within organisations

operations - the management of resources and operations

information systems - the development, management and exploitation of information systems and their impact upon organisations

communication and information technology - the comprehension and use of relevant communication and information technologies for application in business and management

business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests

pervasive issues - sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge management and risk management

K S

K K S

K S

K S

K S

K S

K S

K S

K S

K K Interpersonal skills of effective listening, negotiating, persuasion and presentation

Page 20 of 25

Level 4 Level 5 Level 6

Knowledge and Understanding Mapping (K)

Su

sta

inab

le F

oo

d

Pri

nc

iple

s o

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oo

d

En

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ren

eu

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ip

Fo

od

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rom

Fie

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o

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rk

Inte

gra

ted

Co

mm

un

icati

on

s

Syn

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Su

sta

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le D

iets

Th

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usta

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le F

oo

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En

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r

Cre

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Co

mm

un

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on

s

Inn

ovati

ng

in

a

Co

mp

eti

tive F

oo

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Mark

et

Pra

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-Based

Fo

od

En

trep

ren

eu

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ip

Pro

ject

Resp

on

sib

le F

oo

d

Resp

on

sib

le

Co

mm

un

icati

on

s

Man

ag

em

en

t

Skills

Mapping (S)

S

S

S

S

S

S

S

S

S

S

S

S

Ability to conduct research into business and Management issues, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process

S

S

S

S

S

S

S

S

S

S

Self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. Also, the skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning

Page 21 of 25

MAP II

ASSESSMENT /OUTCOMES MAP Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

insert as appropriate

Level 4

Sustainable Food

Principles of Food Entrepreneurship

Food Culture from Field to Fork

Integrated Communications

Assignment task 1

Presentation

Assignment task 2

Essay 2,500

words

Assignment task 1

Article 2,500

words

Assignment task 2

Multiple

Choice Test 60 Questions

Assignment task 1

Reflective

Journal 2,500 words

Assignment task 2

Film /

Documentary 5 minutes

Assignment task 1

Group

Assessment 3,000 words

Assignment task 2

Creative Piece 2,500 words

GO 1

GO 2

GO 3

GO 4 GO 5 GO 6

GO 7

PLO 1

PLO 2 PLO 3 PLO 4 PLO 5 PLO 6

Page 22 of 25

ASSESSMENT /OUTCOMES MAP

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

insert as appropriate

Level 5

Sustainable Diets

The Sustainable Food Entrepreneur

Creative Communications Synergy

Assignment task 1

7 Day Menu

Plan

Assignment task 2

Reflective

Journal 2,500

Assignment task 1

Group

Assessment 4,000 words

Assignment task 2

Portfolio 4,500

word

Assignment task 1

Report 2,500

words

Assignment task 2

Creative Piece

Assignment task 1

Portfolio

Assignment task 2

Project

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4 PLO 5

PLO 6

PLO 7

Page 23 of 25

ASSESSMENT /OUTCOMES MAP

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

insert as appropriate

Level 6 Innovating in a Competitive Food Market

Practice-Based Food Entrepreneurship Project

Responsible Food Responsible Communications Management

Assignment task 1

Design and

Product

Assignment task 2

Critical

Commentary 3,000 words

Assignment task 1

Feasibility

Study 2,000 words

Assignment task 2

Business Plan 6,000 words

Assignment task 1

Evaluation

3,000 words

Assignment task 2

Booklet 3,000

words

Assignment task 1

Critical

Analysis 2,500 words

Assignment task 2

Communications Campaign

GO 1

GO 2

GO 3

GO 4 GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7 PLO 8 PLO 9

Page 24 of 25

SECTION G – POINTS OF REFERENCE

Internal University Policy documents:

• University Mission and Strategic Aims

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

• Relevant University Assessment Regulations for Programmes of Study - undergraduate

• University Curriculum Framework (undergraduate)

• MMU Strategy for Learning, Teaching and Assessment

• Institutional Code of Practice for the Assessment of Students

• University Standards Descriptors

• University’s Equality and Diversity policy

• University guidance on collaborative provision

• University Academic Ethics Framework

• Student Engagement Policy

• Programme Handbooks

• Management of Programme Delivery

• Policy for Accreditation of Prior Learning

• ICP for Placement and Work-based Learning

• ICP for Collaborative Provision

• Recruitment and Admissions Policy

Programme Specific Information:

• Previous Programme Approval/Review/Modification Report (2nd December 2014)

• Staff Research

• Departmental Professional/Industrial Advisory Committees

• Staff/Student Liaison Committees External

• QAA Subject Benchmark statements Agriculture, horticulture, forestry, food and consumer sciences

• Hospitality, leisure, sport and tourism

• General Business and Management

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

• The UK Quality Code for Higher Education • External Examiner reports

Page 25 of 25

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

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

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

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

Date of FAQSC Approval (or PARM event)

Approval effective from:

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

1415-18 BA (Hons) Fashion Buying

& Merchandising

BA (Hons) International

Fashion Promotion

BA (Hons) Fashion Design

& Technology

BA (Hons) Events

Management

BA (Hons) Tourism

Management

BA (Hons) Food Business

Entrepreneurship

BA (Hons) Fashion

Business and Management

To discontinue Synergy 315Z0057 unit. To introduce Synergy 335Z1000 stranded unit.

10/06/15 September

2015

Students entering Level 5 from

September 2015 onwards.

PARM-16-155 BA (Hons) Food Business

Entrepreneurship

Discontinuation of this programme. Last intake September 2015

16/12/16 September 2015 Students entering level 4