BSc (Hons) Business Management
Programme Specification Validation Event – September 2011
University of the West of England
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Contents
Section 1: Basic Data .................................................................................................................. 3
Section 2: Educational Aims of the Programme ....................................................................... 4
Section 3: Learning outcomes of the programme .................................................................... 5
Section 4: Programme structure ............................................................................................... 13
Section 5: Standard Entry requirements .................................................................................. 13
Section 6: Assessment Regulations ......................................................................................... 14
Section 7: Student learning; distinctive features and support .............................................. 14
Section 8: Reference points/benchmarks ................................................................................ 18
Appendix 1 Registration process map
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Section 1: Basic Data
Awarding institution/body
University of the West of England
Teaching institution Delivery Locations(s)
Management Development Partnership (MDP)
Faculty responsible for programme
Faculty of Business & Law
Modular Scheme Title Professional Statutory or Regulatory Body Links
N/A
Highest award title
BSc (Hons) Business Management
Default award title
Interim award title
Mode(s) of Delivery UCAS code
Taught and distance learning JACS code
ISIS code HESA code Relevant QAA subject benchmarking group(s)
General Business and Management
On-going/valid until
Valid from (insert date if appropriate)
Original Validation Date: September 2011 Latest Committee Approval… Date:… Version Code 1
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Section 2: Educational Aims of the Programme
This is a top-up programme designed to build on the student’s general understanding of business and management gained on their successful completion of the Edexcel HND in Business Studies and, alongside the acquisition of specialist knowledge, to cultivate the critical and analytical skills that managers need in order to help organisations grow and develop. The student’s prior knowledge of business and management theories and concepts will be consolidated in order to further develop management skills with the aim of enabling students to apply that knowledge and those skills to their current and future business environments. To achieve this, a thematic approach of creative management has been adopted as regards the student experience on the programme. The programme initially focuses on examining the role of managers as initiators and leaders of organisational development. This is then correlated to an analysis of how organisations create strategies to manage and grow their business in an environment of constant change. The student’s understanding of the analytical tools necessary for managers will be developed through the examination in depth of organisation theory and the ability of management to introduce change together with the nature of leadership in effecting change and achieving strategic objectives. There is, therefore, a strong focus on the development of management skills and competencies, which reflect a commitment to both the development of practical management skills and the development of the theory of management which underpins these. The programme will provide students with the opportunity to analyse and evaluate business organisations and change management within these structures, examining and analysing how business problems are identified and how alternative solutions can be evaluated, formulated and implemented. This is a focused specialist programme of study for students who wish to pursue a management career, and develop the necessary skills and knowledge in that field of study. Further, students will complete a Research Project which will enable them to both develop research skills relevant to a practising manager, and integrate knowledge from across the Programme and prior study in examining in depth a particular business-related topic. The programme has been designed to achieve consistency with the QAA Subject Benchmark Statements for General Business and Management. The BSc (Hons) Business Management aims to enable students to:
Study organisations, their management and the changing external environment in which they operate;
Develop transferable skills in the field of business and management; Develop their theoretical and critical knowledge of management as a discipline and
display a critical understanding of the interactions between business strategy, culture, and leadership in effecting change and performance improvement in organisations;
Identify and analyse business problems, and evaluate alternative solutions, taking into account the range of factors that influence implementation when formulating a business strategy;
Study, analyse and critique theoretical debates, and apply these to case studies in order to appreciate the range of factors that underpin the effective management of social interactions in organisations;
Take a systematic approach to selecting the most appropriate strategy for managing organisational change in a variety of situations;
Demonstrate a range of intellectual and practical skills that will enhance their future employability, including undertaking a research-based project related to a business organisation.
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Section 3: Learning outcomes of the programme (A) Knowledge and understanding
Modules referred to below are: MITF: Managing into the Future OTCM: Organisational Theory and Change Management SM: Strategic Management LTP: Leadership: Theory and Practice
Knowledge and understanding of:
Teaching/learning methods and strategies
On completion of the programme students will have knowledge and understanding of: 1. The importance of understanding how business
cultures are formed and how they impact upon operational performance
2. A grasp of how inter-personal dynamics impact
upon the formation of an organisation’s culture
3. Business organisations, how they are managed and the dynamic business environment in which they operate
4. The nature of strategy and how successful
strategies are designed and implemented
5. Familiarity with a range of frameworks, techniques and analytical tools used to design and evaluate business strategies.
6. The nature of organisations and the effective use
of human resources by organisations in achieving organisational goals
7. How social and personal interactions impact upon
organisational performance
8. The centrality of leadership in organisations, and the wide range of models and theories that underpin effective leadership
9. How and why organisations change and
frameworks for understanding and managing the change process
10. Project-based business and management
research techniques
Knowledge and understanding is acquired through the programme at level 3. The primary contributions of the modules are identified below: Acquisition of 1 is through the MITF module Acquisition of 2 is through the OTCM module Acquisition of 3 is through the SM and LTP modules Acquisition of 4 is through the SM module Acquisition of 5 is through the SM module Acquisition of 6 is through the MITF and OTCM modules Acquisition of 7 is through the MITF module Acquisition of 8 is through the MITF and LTP modules Acquisition of 9 is through the OTCM and LTP module Acquisition of 10 is through the Research Project All taught modules use a range of learning approaches including lectures, workshops, group work, individual research, case studies and exercises.
Assessment Testing of the knowledge base is through a range of formative and summative assessment
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approaches including coursework (learning outcomes 1–9), tasks undertaken under examination conditions (learning outcomes 1–9), assignments (learning outcomes 1-9) and a Research Project (learning outcome 10).
(B) Intellectual Skills
Intellectual Skills
Teaching/learning methods and strategies
On completion of the programme students will be able to: 1. Apply appropriate concepts, business models and analytical techniques to problems and issues arising within organisations. 2. Gather, analyse and critically evaluate evidence and information from a range of sources. 3. Use both quantitative and qualitative data to assist with problem solving 4. Identify, consider and analyse business problems from a range of different stakeholder perspectives using appropriate concepts and frameworks 5. Apply skills of evaluating the business situation, identifying problems and recommending solutions for a range of routine and complex contexts
Intellectual skills are developed at level3 through a range of learning approaches including case studies of business situations, workshop discussions, group and individual tasks, and project-based learning activities and tasks. Skill 1 is developed throughout the programme in all modules and the Research Project Skill 2 is particularly developed in the SM module and the Project Skill 3 is particularly developed in the SM module and the Project Skill 4 is particularly developed in the MITF, OTCM and LTP modules Skill 5 is developed strongly in all four modules Feedback is provided on a regular basis from tutors both informally through discussion and by written comments on the case study assignment. Students are encouraged to maintain a learning log to encourage continuous reflection on their learning.
Assessment A combination of formative and summative assessment methods are used to demonstrate the acquisition of intellectual skills. These include; coursework, individual and group exercises, case study-based assignments, statistical analyses of data, group discussions, exams, case studies and the Research Project
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(C) Subject, Professional and Practical Skills
Subject/Professional/Practical Skills
Teaching/learning methods and strategies
On completion of the programme, students will be able to: 1. Present information in a variety of forms appropriate to a business setting including verbal presentations (taught version only) and management reports 2. Deliver presentations (taught version only) to show effective contribution to group projects and problem solving 3. Carry out research 4. Use information technology to assist with obtaining information, summarising data and presenting findings 5. Analyse and interpret quantitative and qualitative data 6. Select and use subject specific tools and techniques 7. Demonstrate awareness of legal and ethical considerations in proposing solutions for problems
Subject/Professional/Practical Skills are developed at level 3 through a range of learning approaches including case studies of business situations, workshop discussions, group and individual tasks, and project-based learning activities and tasks. Skill 1 is developed throughout the programme with particular emphasis in the SM and OTCM modules Skill 2 is developed in all modules, with particular emphasis in the SM module Skill 3 is particularly developed in the SM module and the Research Project Skill 4 is developed throughout the Program me, with particular emphasis in the SM module and the Research Project Skill 5 is particularly developed in the SM module and the Project Skill 6 is developed strongly in all four modules and the Project Skill 7 is particularly developed in the SM, OTCM and LTP modules. Ethical issues as they relate to research activity are also covered in the Research Project
Assessment Skill 1 is primarily assessed by preparation and presentation of written coursework reports and assignments Skill 2 is primarily assessed through case studies and group presentations of information Skill 3 is primarily assessed through individual reports and the research project report Skill 4 is primarily assessed through individual and group reports, verbal presentations (taught version only) and assignments Skill 5 is primarily assessed through formal examination and assignments Skill 6 is primarily assessed through formal examination and assignments Skill 7 is primarily assessed through formal examination and the Research Project
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(D) Transferable Skills and other attributes
Transferable skills and other attributes
Teaching/learning methods and strategies
On completion of the programme students will be able to: 1. Work effectively alone 2. Work effectively in groups 3. Present, discuss and defend ideas, concepts and views through formal and informal verbal and written means 4. Process numerical information competently and present findings in an appropriate way to meet the needs of the intended user 5. Use information technology 6. Plan and manage time effectively to achieve objectives and meet deadlines 7. Take responsibility for own learning
Transferable skills are developed throughout the Programme through a combination of teaching methods and content. Skills 1, 2, 3, 5, 6, and 7 are developed in all modules. Skill 4 relates particularly to the Research Project. IT based research (skill 5) will be a feature throughout the Programme.
Assessment Assessment of transferable skills is accomplished through a range of methods which include written individual and group coursework, assignments, examinations and the Research Project report.
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BSc (Hons) Business Management: Module Map
REQUIRED MODULES LEVEL 3
LEARNING OUTCOMES
MIT
F
SM
OT
CM
LT
P
Researc
h P
roje
ct
SECTION A KNOWLEDGE AND UNDERSTANDING OF:
The importance of understanding how business cultures are formed and how they impact upon operational performance
X
A grasp of how inter-personal dynamics impact upon the formation of an organisation’s culture
X
Business organisations, how they are managed and the dynamic business environment in which they operate
X
X
The nature of strategy and how successful strategies are designed and implemented
X
Familiarity with a range of frameworks, techniques and analytical tools used to design and evaluate business strategies.
X
The nature of organisations and the effective use of human resources by organisations in achieving organisational goals
X X
How social and personal interactions impact upon organisational performance
X
The centrality of leadership in organisations, and the wide range of models and theories that underpin effective leadership
X X
How and why organisations change and frameworks for understanding and managing the change process
X X
Project-based business and management research techniques
X
BSc (Hons) Business Management: Module Map - Continued
REQUIRED MODULES LEVEL 3
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LEARNING OUTCOMES
MIT
F
SM
OT
CM
LT
P
Researc
h
Pro
ject
SECTION B INTELLECTUAL SKILLS:
Apply appropriate concepts, business models and analytical techniques to problems and issues arising within organisations.
X X X X X Gather, analyse and critically evaluate evidence and information from a range of sources. X X Use both quantitative and qualitative data to assist with problem solving
X X Identify, consider and analyse business problems from a range of different stakeholder perspectives using appropriate concepts and frameworks
X X X Apply skills of evaluating the business situation, identifying problems and recommending solutions for a range of routine and complex contexts
X X X X X SECTION C SUBJECT, PROFESSIONAL, PRACTICAL SKILLS:
Present information in a variety of forms appropriate to a business setting including verbal presentations (taught version only) and management reports
X X Deliver presentations (taught version only) to show effective contribution to group projects and problem solving
X X X X Carry out research X X Use information technology to assist with obtaining information, summarising data and presenting findings
X X X X Analyse and interpret quantitative and qualitative data X X Select and use subject specific tools and techniques X X X X X Demonstrate awareness of legal and ethical considerations in proposing solutions for problems
X X X X
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BSc (Hons) Business Management: Module Map continued
REQUIRED MODULES LEVEL 3
LEARNING OUTCOMES
MIT
F
SM
OT
CM
LT
P
Researc
h
Pro
ject
SECTION D TRANSFERABLE SKILLS AND OTHER ATTRIBUTES:
Work effectively alone
X
X
X
X
X
Work effectively in groups
X
X
X
X
Present, discuss, and defend ideas, concepts and views – through formal and informal verbal and written means.
X
X
X
X
Process numerical information - competently and present findings in a appropriate way to meet the needs of the intended user
X
X
Use information technology
X X X X X Plan and manage time effectively to achieve objectives and meet deadlines
X
X
X
X
X
Take responsibility for own learning
X
X
X
X
X
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BSc (Hons) Business Management: Assessment Map
REQUIRED MODULES LEVEL 3
LEARNING OUTCOMES
MIT
F
SM
OT
CM
LT
P
Researc
h P
roje
ct
ASSESSMENT METHOD EMPLOYED
UNSEEN WRITTEN EXAM
X X X X SEEN CASE STUDY WRITTEN EXAM
X X X X INDIVIDUAL WRITTEN COURSEWORK ASSIGNMENT
X X X X CASE STUDY ANALYSIS WRITTEN REPORT
X X X X WRITTEN REPORT
X
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Section 4: Programme structure The BSc (Hons) Top-up degree in Business Management will be offered in two formats:
as full time study in conjunction with a number of private colleges in London; as online, distance learning using MDP’s Virtual Learning Environment.
BSc (Hons) Business Management Levels 1 and 2
There is no level 1 or level 2 entry to this programme.
Level 3
Compulsory modules Managing into the Future (MITF) UMOD4J-20-3 Strategic Management (SM) UMSCC3-20-M Organisation Theory and Change Management (OTCM) UMOD4G-20-3 Leadership: Theory and Practice (LTP) UMOD4F-20-3 Research Project UMOD4K-40-3
Optional modules: There are no optional modules
Awards: Target/highest title: BSc (Hons) Business Management Credit requirements BSc (Hons): 360 credits at the appropriate level .
GRADUATION
Section 5: Standard Entry requirements
Entry will be on successful completion of the Edexcel HND Business Management (Level 5
Diploma in Business Management)
If English is not the student’s first language, test results such as IELTS 6.0, TOEFL 570 (or
230 if computer test), NEAB or Cambridge proficiency grade C are required. If the student
has completed an appropriate entry level qualification at a college in the UK, taught in
English, they will be deemed to have sufficient capability in English to undertake the BSc
Business Management programme. Students must also meet the general entrance
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requirements, in UWE’s Academic Regulation E3.4R e.g.: three subjects at GCSE at grade
C or above etc. or equivalent.
Section 6: Assessment Regulations
All assessment is governed by the University’s current Academic Regulations and Procedures
The Examining Boards will be convened and supported by MDP. They will be Chaired by a UWE member of staff and will take place at UWE.
Section 7: Student learning; distinctive features and support
The proposed BSc (Hons) Business Management is a top-up programme designed for students who wish to progress to an honours level qualification through a programme which builds upon their prior qualifications.
A distinctive feature of the taught programme is that it provides international students who have been studying at private colleges in the UK, and who have attained the required entry qualifications, with an opportunity to progress to a BSc award whilst minimising any disruption to their living arrangements. This makes it an attractive option for students who otherwise would most probably not have considered progressing to degree level study.
The Programme is designed and delivered by MDP, and validated by UWE. UWE will appoint a link tutor who will have a quality assurance role, including carrying out visits to the participating colleges where the Programme is being delivered. Students will be registered with MDP and with UWE, and will have access to a range of on-line library resources from UWE. UWE staff will have an involvement in the Programme induction module. As part of the quality assurance process, UWE approves the colleges used as delivery sites for the Programme, and the tutors used by MDP. UWE will also appoint the External Examiner and will chair the Programme Examining Boards.
In order to help a student develop the skills required for level 3 study, the programme starts with a 2 week induction module which includes exercises to develop critical thinking skills as well as providing information on topics such as plagiarism and referencing. The module is not assessed. The induction material will be available on MDP’s VLE. The induction module will be run for each intake of the taught programme. Students on the distance learning version will study the same modules, but will complete the induction material on-line.
Curriculum Design Content & Organisation.
The programme is modular in design with each of the four modules counting for 20 credits. The Research Project counts for 40 credits.
Following the induction module, each of the four main modules will be delivered over a 12 week teaching block. Each module will be assessed by an assignment and an unseen exam. The assignment topic will be handed out at the start of each term. At the mid-point of each term students will have the opportunity to submit their work in progress for the assignment to MDP for feedback. Assignments will be submitted for assessment at the end of the term and an unseen exam will also be taken. The exam will include the use of case studies. Teaching and learning approaches for the taught version of the programme will be student-
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centred and based around a variety of methods, including lectures, case studies, group work, individual and group presentations, and workshops. Students will be required to work independently and to take responsibility for their learning and progress, but also interdependently through being prepared to contribute to the learning of others. Extensive use will be made of MDP’s Virtual Learning Environment (VLE) to support students’ learning, to facilitate interactions between students and as a repository for students’ own work, thereby promoting a sense of learning community. The online version of the top-up programme has been designed so that students can achieve the programme learning outcomes entirely through the resources provided by MDP and without recourse to any face-to-face tuition. To enable distance-learning students to receive a learning opportunity equivalent to that of full time students, two additional features are included in the distance-learning programme. First, the course fee will include a one year subscription to ‘Questia’ which claims to be the world’s largest online library. The subscription gives students full access to over 60,000 textbooks and more than 155,000 journal articles. Second, MDP’s Virtual Learning Environment will be used to host fortnightly discussion forums based on key readings and set activities. The Module Leader will provide a summary at the end of each session and all interactions will be monitored by the Programme Manager.
Teaching, Learning & Assessment
The full-time programme is taught at a number of private colleges in London which have been approved by MDP through a process approved by UWE. The list of approved colleges forms part of the Memorandum of Agreement between MDP and UWE. A variety of learning approaches is used throughout the taught programme with an overall emphasis on increasing active student participation. Guided learning (including lectures, tutorials, seminars, workshops, case studies), group learning and independent learning are used throughout the programme with the level of independence increasing as the student progresses through the Programme. The teaching and learning methods used in the programme are intended to develop the student’s ability to synthesise and integrate concepts from the four modules to produce a holistic understanding of the design and implementation of strategic change. It thus aims to transcend a functional or single discipline approach to this key area. Assessment is an integral part of the teaching and learning process. The range of assessments indicated will be used to:
develop and test the students’ ability to critically evaluate frameworks and concepts
apply the knowledge gained to case studies
develop the student’s ability to develop holistic approaches to the problems that are set There are two assessments in each module:
A 3,000 word assignment; and
A three hour examination at the end of the module. The assignment counts for 30% of the Module mark, with the exam contributing the remaining 70%. A draft of the assignment can be submitted approximately half way through the module in order to get feedback. The final version of the assignment must be submitted
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by the end of the module. The examinations involve a mix of traditional examination questions and case studies. In some instances a case study may be provided in advance of the examination in order that students can undertake background readings. Tutors will also make use of presentations, in-class tests, self and peer assessments, individual and group projects and supervised mini-projects, learning logs and proposals, though these will not form part of the formal assessment.
Learning Resources
Each module has a subject guides that provides an overview of the subject areas, the syllabus, recommended texts and additional reading, and exercises. Additional support is provided through MDP’s VLE facility together with access to on-line library facilities. Students will have full access to the Queen Mary, University of London library resources in London. Additional support for students is provided through the study skills on-line provision which is covered in the induction period.
Student Support & Guidance
MDP has extensive experience of providing programmes similar to this and has developed key systems to provide student support. That support is provided by MDP’s Programme Manager, module leaders, and tutors. The Programme Manager acts as the first contact point for any problems that the student may have with the academic content of the course. The Programme Manager will refer a query on to the Module Leader as appropriate. Module Leaders will also interact with students through the VLE. MDP runs induction sessions and workshops for its tutors to ensure that they are offering the required level of support to students. The Programme Manager can provide timely, accurate and confidential advice where necessary on all aspects of the academic provision including that relating to fees, assessment arrangements, extenuating circumstances procedures, option choice, timetabling, examination and progression counselling and so on. The Programme Manager is also responsible for ensuring the collection of and response to student feedback using student representatives and questionnaires. A copy of the student handbook is given to each student and is available on the VLE. The handbook provides details of how to access support for their studies from MDP. The handbook also explains how a student can register a query or a complaint with MDP and how the various processes operate. Student welfare services, such as information on living in the UK; access to NHS services; help with banking, travel arrangements and accommodation; academic support for students with special needs or physical disabilities, etc are provided by the private college where the student is studying the programme. Student welfare services are reviewed as part of the Tier 4 accreditation process and the contract between MDP and a college stipulates that the college must continue to meet all requirements under Tier 4 accreditation. The great majority of full-time students on the programme will already have spent two years studying at the private college that is acting as the delivery site for the programme. This means that the students will be familiar with the welfare staff at the college and with all the issues relating to living in the UK (e.g. accessing health services, transport and accommodation arrangements, etc).
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The Programme also seeks to support the UWE Graduate Development Programme (GDP) in recognition of the need to develop students’ academic and employability skills. To this end, GDP is integrated within specific modules and the focus changes at the different levels of learning. In this programme level 3 focuses on academic achievement and helping students to plan and prepare for their preferred future. Programme Management See contextualisation document. Student support: Summary Students on the programme receive the following support:
An online induction workshop to help students make the transition to studying for the final year of a degree. The workshop covers study skills, critical reasoning skills, writing skills with plagiarism, and examination skills. In addition to interactive tutorials, the workshop includes self-assessment tests and exercises.
A comprehensive, online Study Guide for each module that includes an in-depth explanation of the course content and syllabus, a detailed reading list, activities and exercises, and sample exam questions with outline answers.
A year’s subscription to ‘Questia’ which claims to be the world’s largest online library. The subscription gives students full access to over 60,000 textbooks and more than 155,000 journal articles.
Comprehensive examiner’s reports after each examination explaining how the exam questions were marked, what the examiner was looking for in a good answer and, where relevant, common errors in answers.
A programme manager who can be contacted at any time to provide advice and support as student’s progress through the course.
A personal tutor who will provide support if a student experiences problems of a non-academic nature.
A module leader who will respond to any queries of an academic nature. Each of the four module leaders are full-time academics at British universities and were responsible for developing the syllabus for their module
Access to MDP’s Virtual Learning Environment (VLE) which is the online platform used for delivering the programme. All of the course material is on the VLE together with an indicative study timetable, Student Handbook, submission dates for assignments, indicative timetable, etc.
Once every fortnight the VLE is used to host a discussion forum between students based on key readings and set activities. The Module Leader provides a summary at the end of each session with all interactions monitored by the Programme Manager to ensure follow-up support is provided, where necessary.
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Section 8: Reference points/benchmarks The design of the Programme has taken into account three key influences:
The University’s Strategic Plan
The QAA general business and management benchmark statements
QAA guidance on Flexible and Distributed Learning (FDL)
8.1 The University’s Strategic Plan
This award and the collaborative arrangements that are involved reflect the spirit set out in the university’s Strategic Plan (2007-2012). In the Strategic Plan, the university sets itself the explicit goal of ‘enhancing provision through effective partnership working..’. The Plan goes on to set objectives that include:
Strengthening internationalisation at home and abroad
Providing clear progression opportunities for overseas students
Of particular relevance is the commitment by the university to ‘find new and innovative ways to connect with potential students beyond traditional cohorts, raising aspirations, supporting attainment and promoting the opportunities of a higher education experience’. The Programme and the innovative form of collaboration between the university and MDP meet all of these objectives by providing international students who have been studying at private colleges, and who have attained the required entry qualifications, with an opportunity to progress to a BSc award whilst minimising any disruption to their living arrangements.
8.2 The QAA general business and management benchmark statements
The Programme aims and its associated modules are consistent with the subject benchmark statements. The appropriateness of the intended learning outcomes of the proposed award is referenced against the subject benchmarks statements:
Benchmark statement
How this is addressed in the Programme
Study organisations, their management and the changing external environment in which they operate;
The Programme builds on a range of functional subjects covered at levels 4 and 5 (e.g. finance, marketing, HR, operations, etc). SM and OTCM modules provide an integrating approach to understanding the inter-relationships between environment and organisation.
Encourage a critical and positive attitude towards change and enterprise
The Programme develops an integrated understanding of the interaction of strategy, culture, leadership and change.
Effective problem solving and decision making;
All modules develop the ability to analyse situations, develop options, and select solutions. These aspects have particular emphasis in the Strategic Management module and the Research Project.
Study, analyse and critique complex theoretical debates, and apply to both work-
All modules and Research Project. Emphasis will be on use of case studies, with class
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based experience and case studies;
discussion drawing upon work experience as appropriate.
Prepare for a career in business and management;
The Programme will produce graduates who have a broad range of specific business knowledge together with a developed understanding of how the ‘softer’ skills of effective personal interactions and leadership contribute to the formation of effective organisational cultures and strategies.
Contribute to society at large by enhancing life-long learning skills and personal development.
The Programme will encourage the development in students of a wide range of transferable skills, including critical thinking, analysis and synthesis, and a productive positive attitude to continued learning and self development.
8.3 QAA guidance on Flexible and Distributed Learning
The Programme has been designed to meet the precepts set out in the QAA guidance on flexible and distributed learning, particularly in relation to providing a learning opportunity that is fit for purpose. For the taught Programme, the following table summarises the range of features that have been incorporated in the design and delivery of the taught Programme.
Factor Response
Adequacy of physical environment at each college
Inspected as part of accreditation visit; inspected by MDP; stipulated in Annex to contract between MDP and the college
Quality of teaching
Tutors selected by MDP; tutor induction session and continuing events; MDP’s VLE; subject guide provided by MDP; observation of teaching sessions by MDP to be introduced from September; observation of teaching and feedback from students gathered by link tutor
Student induction
Induction sessions used to cover relevant study skills and knowledge; induction material also on VLE
Queries and complaints Programme manager and Module Leaders deal with student queries and complaints. Student handbook covers all aspects of studying the programme, including queries and complaints
Attendance monitoring
Colleges are required to notify MDP of any instances where a student on the programme has been referred to UKBA for failure to attend classes or make satisfactory progress.
Delivery of teaching sessions Weekly email check with colleges to check that teaching sessions have been delivered and tutor is up to date with delivery timetable
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Exam preparation
Exam preparation session run by MDP is offered to all students
Preparation for level 6 study Two week induction session used to prepare students; use of formative assessment and requirement on tutor to identify students who are falling behind and agree an action plan with the student, with copy to MDP.
Programme Committee and Exam Board identify areas for improvement at programme and module levels
Comparative analysis of outcomes between colleges will be used to identify possible areas for improvement
Observation of programme delivery Programme Leader visits colleges on a regular basis; Executive Director and Academic Director visit colleges periodically
External Examiner moderates all aspects of assessment process
External Examiner appointed by UWE
Student support resource levels Programme management resources in MDP have been assessed and are more than adequate to deal with projected student numbers through 2012.
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Appendix 1: Registration process for international students studying at a private college in the UK
Student applies to MDP for entry to top-up programme. MDP checks student’s academic qualifications and confirms that college will act as Tier 4 sponsor.
Student applies to the college. College checks student’s academic qualifications, ability in English (when applicable), and agrees to allocate a CAS.
No
UWE confirms acceptance onto the programme?
MDP notifies student and college that entry has been agreed subject to UWE confirmation
No
MDP notifies student and college that entry has been refused
Qualification is acceptable for entry to the programme?
Yes
Yes
MDP notifies student and college that entry has been refused
MDP notifies student and college that entry has been confirmed. Sends registration card to student.
College completes Tier 4 sponsor process for the student
UWE registers student on its systems and sends confirmation to student
UWE informs MDP of decision
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