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Plymouth University

Academic Partnerships

DUCHY COLLEGE (Stoke Climsland)

Programme Quality HandbookBSc (Hons) Rural Business

Management (Top Up)Academic Year 2017-2018

1 | P a g eBSc (Hons) Rural Business Management (Top Up) Handbook 2017-2018

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: BSc (Hons) Rural Business Management (Top up)

Partner Delivering Institution: Cornwall College, Duchy College

State Date: 2007 - 2008

First Award Date: July 2008

Date(s) of Revision(s) to this Document: Updated April 2016

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................6

PS4. Exceptions to Plymouth University Regulations.............................................................................6

PS5. Programme Aims...........................................................................................................................6

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................7

PS8. Student Numbers...........................................................................................................................7

PS9. Progression Route(s)......................................................................................................................7

PS10. Admissions Criteria......................................................................................................................9

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS11. Academic Standards and Quality Enhancement..........................................................................9

PS12. Programme Structure................................................................................................................11

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......13

PS14. Work Based/ Related Learning..................................................................................................20

Appendix.............................................................................................................................................22


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Duchy College, Stoke ClimslandAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full time (1 year)Final Award: BSc(Hons)Intermediate Award: Ordinary DegreeProgramme Title: Rural Business Management (Top up)UCAS Code: DN4GJACS Code: N190Benchmarks: The QAA Subject Benchmark statement:

agriculture, forestry, agricultural science, food sciences and consumer sciences (2009) has been used to aid the design of the programme at honours level. Consideration has however also been given to the General Business and Management benchmarks (2007) and Hospitality, Leisure, Sport and Tourism Benchmarks (2000) at honours level. The programme has also adhered to the requirements of the Framework for Higher Education Qualifications (FHEQ) at honours level.

Date of Programme Approval: 30th June 2007

PS2. Brief Description of the Programme

The BSc (Hons) Rural Business Management progression to Honours year delivers a contemporary curriculum relating to rural business disciplines. The programme has been developed to allow the students to study a range of topics and to choose areas of study that interest them and in which they wish to specialise. This programme will develop the student’s existing knowledge to encompass the planning and management skills required to run a successful enterprise and produces graduates who are capable of independent learning and operating in an autonomous manner. It is based on an analytical approach to problem solving and communication.

The programme is highly flexible, allowing the students to study in detail a chosen topic through a research project and a selection of modules which are available in response to student demand. In some of the modules there will be opportunities for students to work closely with industry, businesses and the Rural Business School. Changes and developments in today’s business


environment mean there are more opportunities to gain projects and effectively run them. Being aware of how to make a business flexible, manage the changes and develop creative ideas to make business sustainable will offer a great experience to enhance future careers.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

1. To develop a thorough understanding of the management of rural businesses.2. To apply the theories of business management to a range of rural business types and

enterprises.3. To place the issues surrounding the rural environment into a national and international context.4. To develop a thorough understanding of the impact of economic policy, enterprise, finance and

technology on the rural sector.5. To prepare students to work at a managerial level in a range of rural businesses.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

1. Demonstrate knowledge of the underlying concepts and principles associated with Rural Business Management, and an ability to evaluate and interpret these.

2. Critically evaluate the integration of theory, experiment, investigation and fieldwork and development of those principles into practice

3. Investigate and resolve issues in rural businesses, using knowledge and skill gained.4. Demonstrate an understanding of the issues of sustainability and environmental impact and an

awareness of the risks of exploitation


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

5. Present, evaluate, and interpret qualitative and quantitative data, develop lines of argument and make sound judgements in accordance with basic theories and concepts of Rural Business Management

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

Only BSc programme in Rural Business Management nationally. Students develop their own academic profile through a range of options and study choices.

This not only gives students a high level of autonomy, it allows flexibility in a local employment market subject to fluctuation and change.

Good mixture of large and small group tuition to give students a range of learning experiences and equipping them for life post education.

Strong pastoral support from readily accessible academic and support staff which is important for all students but particularly for students progressing from FdSc programmes that have been supported in this way

Well qualified, research active staff with strong professional and community links. Well-resourced college with two owned farms available for student use well equipped

machinery and workshop areas for demonstration.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 12

Target student numbers per stage = 20

Maximum student numbers per stage = 36

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from


that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Students completing the BSc (Hons) Rural Business Management are eligible to apply for MSc courses in relevant disciplines at Plymouth University such as ResM, MSc Business and Management, MA Personnel and Development, MSc E-Commerce, MSc International Supply Chain Management, MSc/PgDip International Logistics, MSc Rural Development, MSc Tourism and Hospitality Management, MSc Landscape Conservation and Management, MSc/PgDip Biological Diversity and MSc/PgDip Sustainable Environmental Management.

BSc (Hons) Rural Business Management students who achieve an overall 2.1 grade, with a 2.1 in honours project module will be eligible to undertake a Research Masters (ResM) approved by Plymouth University, based at Duchy college. Another avenue is to gain a professional qualification such as a PGCE either via QLTS in the lifelong learning sector or biology at primary level.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Foundation Degree in a Rural discipline

E.g. FdSc Agriculture, FdSc Rural Business Management, FdSc Agricultural Business Management, FdA Animal Studies with Management, FdSc Rural Environmental Management

Higher National Diploma in a Rural discipline (Merit and Distinction only)

E.g. HND Agriculture, HND Rural Business. Other suitable qualifications will be considered, where the learning outcomes from the programme are similar to those of rural disciplines based foundation degrees approved by UPC and where sufficient study at level 5 has been completed.

Other HE qualifications / non-standard awards or experiences:

Other Level 4 and Level 5 qualifications will be considered on a case by case basis.

APEL / APCL4 possibilities:

Applications for APCL and APEL will be dealt with in accordance with the Cornwall College and University of Plymouth regulations for APL.

Interview / Portfolio requirements:An interview may be required for students progressing from outside of the Plymouth University Partnership.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

N/A

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 6 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

FT 3 Autumn Core 40 Honours Project (CORD333)FT 3 Autumn Core 20 Marketing (CORD334)FT 3 Autumn Core 20 Strategic Management Issues (CORD312)FT 3 Autumn Optional 20 Funding and Developing Rural Projects (RBM306)FT 3 Autumn Optional 20 Managing Animal Performance (RBM311)FT 3 Autumn Optional 20 Business on the Golf Course (RBM315)FT 3 Autumn Optional 20 Personal Development Planning (CORD308)FT 3 Autumn Optional 20 Agricultural Technology (RBM304)FT 3 Autumn Optional 20 International Rural Development (RBM309)FT 3 Autumn Optional 20 Food Manufacturing Technology (RBM310)FT 3 Autumn Optional 20 Managing Leisure (RBM313)FT 3 Autumn Optional 20 Technological Development for Golf (RBM314)FT 3 Autumn Optional 20 Food Processing Systems (RBM316)FT 3 Autumn Optional 20 Controversial Issues in the Food Industry (RBM317)


FHEQ level: 6 For: Part Time

P/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

PT 3 Autumn Core 40 Honours Project (CORD333)PT 3 Autumn Core 20 Marketing (CORD334)PT 3 Autumn Core 20 Strategic Management Issues (CORD312)PT 3 Autumn Optional 20 Environmental Management (RBM305)PT 3 Autumn Optional 20 Funding and Developing Rural Projects (RBM306)PT 4 Autumn Optional 20 Managing Animal Performance (RBM311)PT 3 Autumn Optional 20 Business on the Golf Course (RBM315)PT 3 Autumn Optional 20 Personal Development Planning (CORD308)PT 4 Autumn Optional 20 Agricultural Technology (RBM304)PT 3 Autumn Optional 20 International Rural Development (RBM309)PT 4 Autumn Optional 20 Food Manufacturing Technology (RBM310)PT 3 Autumn Optional 20 Managing Leisure (RBM313)PT 3 Autumn Optional 20 Technological Development for Golf (RBM314)PT 4 Autumn Optional 20 Food Processing Systems (RBM316)PT 3 Autumn Optional 20 Controversial Issues in the Food Industry (RBM317)

NB: It should be noted that the structure for the PT route is indicative and therefore the modules can be moved around to suit either timetabling or student requirements


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 6

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

Students will be able to demonstrate knowledge and critical understanding of the well-established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Primary: Lectures and tutorials Directed independent

Research report Business

ReportsCORD333,


FHEQ level: 6





• Knowledge of the underlying concepts and principles associated with Rural Business Management, and an ability to evaluate and interpret these.

• Critically evaluate the integration of theory, experiment, investigation and fieldwork and development of those principles into practice

• Make use of knowledge and skills gained in specialist contexts to investigate and resolve issues in rural businesses

• An understanding of the issues of sustainability and environmental impact and an awareness of the risks of exploitation

study Learning from work

experience Directed independent

study and researchSecondary/Supplementary: Contemporaneous in class

activities Problem-solving exercises Consultancy Case studies Report writing UPC Intranet/internet

resources PU student portal TCCC Intranet/internet

resources

1

1,2

1,3

3

1,2

3,4,5

1,2,3

4,5

Examinations Essays Group and

individual presentations

Seminar performances

CORD312, CORD334

CORD333

CORD333, CORD312, CORD334

CORD312, CORD334

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply knowledge and understanding skills developed within level 6 of the course to a wide variety of industry related scenarios and will be required to complete a range of assessments in order to demonstrate these skills.Cognitive and Intellectual Skills:

Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied.

By the end of this level of this programme the Primary: Essays/projects


FHEQ level: 6





students will be able to demonstrate for a threshold pass:

• Demonstrate familiarity with a wide range of subject-specific facts and principles as well as an awareness of the current limits of theory and applied knowledge.

• Understand the provisional nature of information and all for competing and alternative explanations

• Exhibit ownership of some aspects of the defining elements of the discipline as a result of in-depth study or research

• Tackle problems by collecting, analysing and evaluating appropriate qualitative and quantitative information and using it creatively and imaginatively to solve problems, suggest innovations and make decisions

• Plan and execute research evaluate the outcomes and draw valid conclusions

• Demonstrate awareness of legal, moral, ethical and social issues

Class exercises Intranet/internet

exercises Tutorial/seminar

discussions Feedback via coursework

assessment process (essays etc)

Secondary/Supplementary: Class and seminar

interactions and feedback

1

1,2

1,3

3

4,5

1,2,3,4,5

1,2,3

1,2,4

2,5

2,3,4,5

1,2,3,4,5

1,2,3,4

dissertations Examinations tests Coursework/group

work on practical application questions

Assessed presentations

CORD333

CORD333





An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply cognitive and intellectual skills developed within level 6 of this programme to a wide variety of industry


FHEQ level: 6





Key Transferable Skills:

Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.


• Evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work

• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments

• Literary and information processing

• Self-management

Primary: Library and other

research exercises Group work awareness

and practice Computer-based learning

and assessment

Secondary/Supplementary: Class and seminar

interactions and feedback

1,2,4

2,5

1,2,3,4,5

Coursework of all types

Examination preparations and completion

Group presentation

ALL


FHEQ level: 6





• Communication (oral, written, CIT)

• Numeracy/quantitative skills (reflection, statistics etc)

• An ability to work effectively in a group.

• An ability to plan and manage learning.

• An ability to self-appraise and reflect on learning

1,2,3,4,5

Modules

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:The Rural Business Management discipline depends on a blend of academic and practical skills, both equally important. It is crucial that students of Rural Business Management commence the development of key transferable skills as soon as possible within the programme of study.Employment Related Skills:

Students will be able to demonstrate an ability to apply subject principles in an employment context; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.


Primary: Project oral presentation Coursework reports

Individual discussion/(Continuous) Professional


FHEQ level: 6





• Convey the multi factorial nature of Rural Business Management to a wide ranging rural businesses audience

• Implement appropriate translation of key academic principles/ findings in a variety of rural business contexts

• Demonstrate interpersonal and team work skills

• Organise a team effectively and contribute effectively to team work through the identification of individual and collective goals

• Recognise and respect the views of others and reflect on performance as an individual and team member

Reflective log

Secondary/Supplementary: Discussions with visiting

speakers and non-academics

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

Development ‘plan’

These will be met throughout the programme when engaging in CPD reflection and activity with the personal tutor and CORD308

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Rural Business Management graduates will be expected to conduct themselves in an appropriate manner within the demanding Rural Business Management industry. The development of employment related skills commences at the outset of the programme.Practical Skills:

A typical graduate will be able to select and apply appropriate techniques and interpret their results in the following contexts:

By the end of this level of this programme the Primary: Ability to display


FHEQ level: 6





students will be able to demonstrate for a threshold pass:

• Planning, conducting, and reporting investigations, including the use of secondary data

• Collecting and recording information or data in the library, laboratory, or field and summarising it using appropriate

Field work Projects Designated tasks Learning from work

Secondary/Supplementary: Lectures and tutorials

1,5

1,4,5

4,5

1,3,4,5

competenceProduction of reports as appropriate

CORD333CORD312CORD334

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Students will have demonstrated an ability to apply fundamental industry-required practical skills in order to increase their proficiency and employability within the programme in a range of industry contexts through delivery and assessment at this level of the programme.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ Level: 6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Marketing; Strategic Management Issues;Environmental Management;Funding and Developing Rural Projects;Business on the Golf Course

(As part of the assessments of the modules. Students approach relevant business and employers and meet the outcomes of the modules learning outcomes)

As stipulated in individual assignment briefs

1. To develop a thorough understanding of the management of rural businesses.

2. To apply the theories of business management to a range of rural business types and enterprises.

3. To place the issues surrounding the rural environment into a national and international context.

4. To develop a thorough understanding of the impact of economic policy, enterprise, finance and technology on the

1. Demonstrate knowledge of the underlying concepts and principles associated with Rural Business Management, and an ability to evaluate and interpret these.

2. Critically evaluate the integration of theory, experiment, investigation and fieldwork and development of those principles into practice

3. Investigate and resolve issues in rural businesses, using knowledge and skill gained.

4. Demonstrate an understanding of the issues of sustainability and environmental impact and an awareness of the risks of exploitation

Strategic Consultancy Project; Critical reviewsEnvironmental audits; Portfolio: Submit a bid application in liaison with a local organisation;Event Management

CORD334; CORD312; RBM305; RBM306; RBM315


FHEQ Level: 6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

rural sector.5. To prepare students

to work at a managerial level in a range of rural businesses.

5. Present, evaluate, and interpret qualitative and quantitative data, develop lines of argument and make sound judgements in accordance with basic theories and concepts of Rural Business Management.

An exposition to explain this map:Learners will have demonstrated an ability to discuss and apply practical skills developed within the course to a wide variety of industry representatives and will be required to complete a range of work related skills assessments throughout the related units.


Appendix – Definitive Module Records


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORD333 MODULE TITLE: Honours Project

CREDITS: 40 FHEQ Level: 6 JACS CODE: X210

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows students to explore in detail an academic subject of their choice. The module comprises a substantial research study element, which includes a literature review, experimental design, the collection, analysis and interpretation of data and report writing.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 90% P1 (Practical) 10 %E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy Stoke

Professional body minimum pass mark requirement: N/A

MODULE AIMS: To provide the student with an opportunity to carry out self-directed study of current issues

and concepts relevant to their degree programme To provide knowledge and understanding of the research process. To develop competence in the design and execution of a research study and an ability to

communicate their findings by means of written and oral reports

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Critically evaluate relevant literature and identify the need for further research investigation.2. Propose a suitable research question for investigation, have that proposal agreed with the

project co-ordinator and manage that project to an appropriate academic level.3. Plan and execute a project in an ethical and safe manner according to University level

requirements.4. Design and execute the collection of data via any combination of laboratory work, field work,

questionnaire and reference to scientific literature.5. Analyse, interpret and critically evaluate data.6. Organise their study in the context of the related scientific literature.7. Communicate their findings in an appropriate scientific manner.

DATE OF APPROVAL: 30 Nov 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2017 SCHOOL/PARTNER: Duchy College, StokeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 112

MODULE LEADER: Dr Jurie Intachat OTHER MODULE STAFF: Paul Ward Glenn Coulson

SUMMARY of MODULE CONTENTIdentification of appropriate research questions. Selection of an appropriate methodology. Literature research and review. Experimental design. Negotiation of issues access and ethics. Data collection, analysis and interpretation. Report writing. Presentation of findings to peers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information

Lecture 9 Core lectures - key principles statistical analyses and scientific report writing format

Project Supervision 25 Direct supervision 1:1 to ensure progressGuided Independent study 370 Autonomous work and self-directed

Total 400 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

SUMMATIVE ASSESSMENT

Assessed Module Learning Outcomes Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%


Plan and execute a project in an ethical and safe manner according to University level requirements (ALO3)

Design and execute the collection of data via any combination of laboratory work, field work, questionnaire and reference to scientific literature (ALO4)

Critically evaluate relevant literature and identify the need for further research investigation (ALO1)

Propose a suitable research question for investigation, have that proposal agreed with the project co-ordinator and manage that project to an appropriate academic level (ALO2)


Analyse, interpret and critically evaluate data (ALO5)

Organise their study in the context of the related scientific literature (ALO6)

Communicate their findings in an appropriate scientific manner (ALO7)

Coursework

Contemporaneous logbook

Research Report (Academic Paper)

10%

80%

Communicate their findings in an appropriate scientific manner (AL07)

Practical Viva 10%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%


In-class test 0%

Coursework (in lieu of the original assessment)

0%

Critically evaluate relevant literature and identify the need for further research investigation (ALO1)

Propose a suitable research question for investigation, have that proposal agreed with the project co-ordinator and manage that project to an appropriate academic level (ALO2)

Plan and execute a project in an ethical and safe manner according to University level requirements (ALO3)


Analyse, interpret and critically evaluate data (ALO5)

Organise their study in the context of the related scientific literature (ALO6)

Communicate their findings in an appropriate scientific manner (ALO7)

Coursework Referral Assignment

90%

Communicate their findings in an appropriate scientific manner (AL07)

Practical Referral Viva 10%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Jurie Intachat Date: 09/08/2017

Approved by: HE OperationsDate: 09/08/2017



MODULE CODE: CORD334 MODULE TITLE: Marketing

CREDITS: 20 FHEQ Level: 6 JACS CODE: N500

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to illustrate the dynamic influences on a business and the need for a planned approach to marketing through marketing management.


E1 (Examination) 40% C1 (Coursework) 60% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)


%

T1 (Test) %



MODULE AIMS: To review consumer and organisational markets To analyse and assess the role marketing plays in influencing the innovative effects of

businesses and organisations To evaluate the opportunities for integration of the marketing mix and managing marketing

change in a business or organisation

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Appraise the influence that marketing communication plays in the internal and external environment of a rural business.

2. Critically assess the methods of influencing consumer markets and buyer behaviour particularly in a rural location.

3. Analyse the effectiveness of different distribution channels and their relationship to marketing strategy.

4. Evaluate the development of marketing planning and competitive strategy, appropriate to a particular business or situation.

DATE OF APPROVAL: 30 Nov 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2017 SCHOOL/PARTNER: Duchy College, StokeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Mr Paul Ward OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT• Market segmentation, market research, target markets, pricing decisions• Marketing in its managerial context; Marketing plans & their link with the corporate purpose. Analysis of market opportunities; Target markets and positioning; Implementing and controlling marketing plan

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Classroom DeliveryGuided Independent Study 155 Autonomous work



Assessed Module Learning Outcomes

Element Category

Component Name

Component Weighting

Appraise the influence that marketing communication plays in the internal and external environment of a rural business (ALO1)

Critically assess the methods of influencing consumer markets and buyer behaviour particularly in a rural location (ALO2)

Analyse the effectiveness of different distribution channels and their relationship to marketing strategy (ALO3)

Written exam Exam 40%

In class test 0%


Evaluate the development of marketing planning and competitive strategy, appropriate to a particular business or situation (ALO4)

Coursework Report 60%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%

Appraise the influence that marketing communication plays in the internal and external environment of a rural business (ALO1)

Critically assess the methods of influencing consumer markets and buyer behaviour particularly in a rural location (ALO2)

Analyse the effectiveness of different distribution channels and their relationship to marketing strategy (ALO3)


Referral Assignment 2

40%

Evaluate the development of marketing planning and competitive strategy, appropriate to a particular business or situation (ALO4)

Coursework Referral Assignment 1

60%

Practical 0%




SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.MODULE CODE: CORD312 MODULE TITLE: Strategic Management Issues


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables students to evaluate different management strategies and theoretical approaches, and how they can be used in the context of current issues affecting the sector. These approaches will be explored in relation to their relevance and application in developing appropriate strategies for businesses.


E1 (Examination) 30% C1 (Coursework) 70% P1 (Practical) % or Pass/FailE2 (Clinical Examination)


%

T1 (Test) %



MODULE AIMS: To provide comprehensive knowledge and understanding of approaches to effective strategic

management within rural businesses To enable students to integrate and develop their learning and entrepreneurial skills through

an in-depth study of current issues in the field of Rural Business Management To develop students' critical awareness of issues and controversies in the field of Rural Business

Management To develop students' skills in literature searching, analysing information, assessing arguments,

and presenting strategic advice to rural businesses.


1. Evaluate their critical understanding of theories and models of strategic management and their application within the sector.

2. Assess the various management and entrepreneurial techniques used in the sector and design implementation strategies that meet the needs of businesses.

3. Appraise the significance of current issues relating to the business sector and their influence upon business management.

4. Critically evaluate evidence to support the development of conclusions and recommendations for businesses.

DATE OF APPROVAL: 01 Jan 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2014 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Dr Roger Clough OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTStudents will engage with current events and trends impacting upon rural businesses, and will consider how management of rural businesses should position their organisations in order to benefit from these events and trends, to include a strategic analysis and use of strategic management models.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 15 Basic knowledge and understanding

Seminar 25 Group discussions on current news / policies that may affect business. Project supervision.

External Visits 5 Case studies visitsGuided Independent study 155 Autonomous work




Component Name

Component Weighting

Evaluate their critical understanding of theories and models of strategic management and their application within the sector (ALO1)

Assess the various management and entrepreneurial techniques used in the sector and design implementation strategies that meet the needs of businesses (ALO2)

Appraise the significance of current issues relating to the business sector and their influence upon business management (ALO3)

Critically evaluate evidence to support the development of conclusions and recommendations for businesses (ALO4)

Written exam

Exam

30%


In class test 0%





Coursework

Consultancy Report

70%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%








30%






70%

Practical 0%





MODULE CODE: RBM304 MODULE TITLE: Agriculture Technology

CREDITS: 20 FHEQ Level: 6 JACS CODE: D470


SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables students to investigate recent advances in agricultural technology through understanding the scientific principles underlying them and appraisal of their existing and potential roles. The effects of their use on production, the market, public perceptions and the environment will be investigated.


E1 (Examination) 50% C1 (Coursework) 50 % P1 (Practical) %



%

T1 (Test) %



MODULE AIMS: Current developments in Agricultural Technology and how it effects the management of rural

businesses. The relationship between advancing technology and the market place for agricultural produce. The impact upon the wider environment of agricultural technology.


1. Appraise the new technologies that are emerging within the sector.2. Judge the scientific principles underlying the technology.3. Critically evaluate the linkage between emerging technology, market and management.4. Assess the application of which technologies are useful to different agricultural systems.

DATE OF APPROVAL: 01 June 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy College, StokeDATE(S) OF APPROVED CHANGE: 01 Sept 2010 TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENTHistorical advances in technology, how they have impacted on agriculture and the environment and the lessons we can learn from these past experiences. Technologies, and the underlying science, available to alter products, practices and equipment. Current and potential developments from the use of these technologies. Impact of technological advances on the market, resource use and the environment. Public and consumer perceptions on the use of advancing technology in agriculture. The practical use of technologies in agriculture and their effects on the business. Appraisal and investigation of technologies and their consequential products to develop informed opinions on their merit.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 30 Provide basic knowledge and understanding.External Visits 10 Specialist labs and events.Seminar 5 Group discussions.Guided Independent Study 155 Autonomous work




Element Category

Component Name

Component Weighting

Appraise the new technologies that are emerging within the sector (ALO1)

Judge the scientific principles underlying the technology (ALO2)

Critically evaluate the linkage between emerging technology, market and management (ALO3)

Assess the application of which technologies are useful to different agricultural systems (ALO4)

Written examExam

50%

In class test 0%







Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%






Referral Assignment 2 50%






CourseworkReferral Assignment 1 50%

Practical 0%





MODULE CODE: RBM305 MODULE TITLE: Environmental Management

CREDITS: 20 FHEQ Level: 6 JACS CODE: F751


SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables students to devise and evaluate management plans and policies as they apply to projects, organisations and agencies involved with environmental issues.


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS: Students will explore the contrasting demands of business and the environment, adopting

appropriate management policies and critically appraising alternatives. They will be expected to make objective judgements and build a management plan through the

application of sound business and environmental management techniques taking into account the physical restriction imposed by the environment and the sustainability of the plan.


1. Identify and evaluate alternative environmental performance criteria.2. Critically evaluate the management policies and plans of an organisation/project again justified

environmental criteria including sustainability.3. Design an outline management plan based on analysis of the physical environment in which a

business operates and construct this in a way that confirms to sound business practice without compromising the environmental objectives.

DATE OF APPROVAL: 01 June 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy College, StokeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 111

MODULE LEADER: Mr Batsirayi Mawonera OTHER MODULE STAFF: Peter Walker

SUMMARY of MODULE CONTENTEnvironmental scanning, SWOT analysis and assessing capability. Environmental project value chain analysis. Decision making criteria in an environmentally sensitive climate – with particular reference to potential conflict between economics wealth generation and notions of sustainability. Environmental planning in a local, regional, national and global context. Impact assessments.


Lecture 30Background knowledge and introduction to the main concepts. Sessions to include discussion and critique on key and / or current related issues

External Visits 15 Study trips to enhance knowledge and understanding

Guided Independent study 145 Autonomous work




Element Category

Component Name

Component Weighting

Identify and evaluate alternative environmental performance criteria (ALO1)

Critically evaluate the management policies and plans of an organisation/project again justified environmental criteria including sustainability (ALO2)


In class test 0%




Design an outline management plan based on analysis of the physical environment in which a business operates and construct this in a way that confirms to sound business practice without compromising the environmental objectives (ALO3)

Coursework

Environmental Audit

50%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%





50%




Design an outline management plan based on analysis of the physical environment in which a business operates and construct this in a way that confirms to sound business practice without compromising the environmental objectives (ALO3)


Practical 0%





MODULE CODE: RBM306 MODULE TITLE: Funding and Developing Rural Projects



SHORT MODULE DESCRIPTOR: (max 425 characters)This module discusses funding within the rural sector, including statutory and non-statutory routes, as well as the role and funding routes of Non-Governmental Organisations (NGOs). The module identifies projects, potential funding routes and assembles project bids.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:The module aims to identify funding routes within the rural sector, including both statutory and non-statutory organisations, as well as the role and funding routes of Non-Governmental Organisations (NGOs). The module identifies projects, potential funding routes and builds up project bids.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Appraise the funding routes within the sector, including statutory and non-statutory

organisations.2. Construct different approaches to project development considering the issues of governance

within the sector.3. Critically evaluate potential projects.4. Design, and develop a project, identify an appropriate funding route and write a bid in liaison

with a local organisation or business.

DATE OF APPROVAL: 01 June 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENTRural Funding for both public and private sector. Rural project selection and identification of funding routes from both governmental and non-governmental sources. Understanding of the issues of governance in developing rural projects. Liaison with local organisations and businesses. Writing a project bid/application.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Background knowledge and understanding

Project Supervision 15 To ensure requirements met and a suitable work plan agreed and implemented

Guided Independent study 175 Autonomous work




Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%


Appraise the funding routes within the sector, including statutory and non-statutory organisations (ALO1)

Critically evaluate potential projects (ALO3)

Construct different approaches to project development considering the issues of governance within the sector (ALO2)

Design, and develop a project, identify an appropriate funding route and write a bid in liaison with a local organisation or business (ALO4)

Coursework

Critical analysis of a rural organisation

Portfolio: submit a bid application

50%

50%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%


0%


Appraise the funding routes within the sector, including statutory and non-statutory organisations (ALO1)

Construct different approaches to project development considering the issues of governance within the sector (ALO2)

Critically evaluate potential projects (ALO3)

Design, and develop a project, identify an appropriate funding route and write a bid in liaison with a local organisation or business (ALO4)

CourseworkReferral Assignment 100%

Practical 0%





MODULE CODE: RBM309 MODULE TITLE: International Rural Development

CREDITS: 20 FHEQ Level: 3 JACS CODE:


SHORT MODULE DESCRIPTOR: (max 425 characters)This module develops the understanding of Rural Development in an international context, including the ability to look at rural change from a number of different perspectives. It allows students to pursue rural development issues both in the UK and worldwide.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:This module provides an introduction to rural issues and discusses the key debates on rural change. Examples from the developing world will also be used to illustrate specific conceptual issues surrounding the process of rural transformation. This module will provide the opportunity to critically evaluate a range of rural strategies.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Critically assess the major debates surrounding the process of rural transformation in developing

countries6. Construct a detailed account of the policy issues relating to rural development in a specific

region.7. Evaluate a range of rural development strategies implemented in a range of developing regions.

DATE OF APPROVAL: 01 June 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: . TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE:

MODULE LEADER: Dr Jurie Intachat OTHER MODULE STAFF: Paul Ward

SUMMARY of MODULE CONTENTSignificance of rural development for 21st Century, Technical changes, Green Revolution, Basic needs, meanings and interpretations. Integrated Rural Development as a concept. New Land settlement and colonisation. Rural Health and Nutrition

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Covering basic principles and key concepts

Workshop / Seminar 20 Critical evaluations – key international rural development projects

Tutorial 15 Support for preparatory workGuided Independent Study 155 Autonomous work and self-directed




Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%

Critically assess the major debates surrounding the process of rural transformation in developing countries (ALO1)

Construct a detailed account of the policy issues relating to rural development in a specific region (ALO2)

Evaluate a range of rural development strategies implemented in a range of developing regions (ALO3)

Coursework Case Study

100%

Practical 0%


REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%


50%

Critically assess the major debates surrounding the process of rural transformation in developing countries (ALO1)

Construct a detailed account of the policy issues relating to rural development in a specific region (ALO2)

Evaluate a range of rural development strategies implemented in a range of developing regions (ALO3)


Practical 0%





MODULE CODE: RBM310 MODULE TITLE: Food Manufacturing Technology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to address key factors in the food production chain which are necessary to ensure the safety and quality of food and discussion of the concepts and principles that underpin its effective management. A food chain approach will be taken with the inclusion of topical issues in relation to the agri-food industry.





%

T1 (Test) %



MODULE AIMS: To develop an understanding of the key considerations involved in agri-food production

including quality, safety and legal requirements. To develop critical views of ethical issues and systems which are relevant to the food industry.


1. Appraise the main concepts of quality and safety of food and their management2. Assemble knowledge of food safety and quality management systems to recognise the threats

to food safety and quality and explain the challenges that the industry faces to ensure standards are maintained.

3. Obtain and analyse technical information to develop knowledge of selected areas of agri-food, health and nutrition sciences.

4. Evaluate topical issues which influence areas such as food sustainability, quality, safety, perception and cost.

DATE OF APPROVAL: 01 June 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Glenn Coulson OTHER MODULE STAFF: Angie Shepherd

SUMMARY of MODULE CONTENT Concepts of quality and safety, the food chain and consumer acceptability, traditional and

modern production systems, production costs. Safety of foods, hazards including microbiological, chemical and physical. Food spoilage and

preservation. Food safety and quality management systems, HACCP. Sustainable food production, the role of producers, retailers and consumers. Examples of food science and technology applications to add value to agri-food commodities

including: the functionality and properties of food components; production, processing and specification of food raw materials; comparison of the properties and effects of a range of additives, and preservation methods

Food systems: cereals, dairy, muscle foods, confectionery products, fresh produce


Lecture 36 To cover main concepts and provide background knowledge. Formal delivery

Practical Classes and Workshops 9 To ensure practical principles are covered and suitable work plan agreed and implemented

Guided Independent study 155 Self-directed and may include working autonomously with employer




Component Name

Component Weighting

Appraise the main concepts of quality and safety of food and their management (ALO1)

Evaluate topical issues which influence areas such as food sustainability, quality, safety, perception and cost (ALO4)


In class test 0%


Assemble knowledge of food safety and quality management systems to recognise the threats to food safety and quality and explain the challenges that the industry faces to ensure standards are maintained (ALO2)

Obtain and analyse technical information to develop knowledge of selected areas of agri-food, health and nutrition sciences (ALO3)

Coursework New Product Development

50%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%

Appraise the main concepts of quality and safety of food and their management (ALO1)

Evaluate topical issues which influence areas such as food sustainability, quality, safety, perception and cost (ALO4)



Assemble knowledge of food safety and quality management systems to recognise the threats to food safety and quality and explain the challenges that the industry faces to ensure standards are maintained (ALO2)

Obtain and analyse technical information to develop knowledge of selected areas of agri-food, health and nutrition sciences (ALO3)


50%

Practical 0%





MODULE CODE: RBM311 MODULE TITLE: Managing Animal Performance



SHORT MODULE DESCRIPTOR: (max 425 characters)The underlying principles of animal performance will be explored and assessed in terms of intrinsic and extrinsic factors. The manipulation of typical management regimes in order to optimise performance will be examined.


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) %



%

T1 (Test) %



MODULE AIMS: To provide a detailed assessment of animal performance To asses biological and economic constraints on animal performance To evaluate performance records in order to optimise production through manipulation of the

management system.


1. Appraise the criteria used to assess animal performance.2. Critically evaluate the intrinsic factors that determine animal performance.3. Assess the extrinsic constraints on animal performance.4. Judge animal performance records in order to identify and correct sub-optimal performance.

DATE OF APPROVAL: 01 June 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Duchy College, Stoke

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENTPhysical measures of animal performance. Physiological mechanisms, anatomic and morphological constraints. Intrinsic factors – nutritional, reproduction, health, welfare. Extrinsic factors – husbandry, management, economic and legislative. Species-specific performance data base information.


Lecture 15 Providing background knowledge and understanding

Seminar 15 Group discussions / Healthy Livestock seminarsPractical Classes and Workshops 15 Monitored focus farm/group workshopsGuided Independent study 155 Autonomous work




Element Category

Component Name

Component Weighting

Critically evaluate the intrinsic factors that determine animal performance (ALO2)

Assess the extrinsic constraints on animal performance (ALO3)


In class test 0%

Appraise the criteria used to assess animal performance (ALO1)

Judge animal performance records in order to identify and correct sub-optimal performance (ALO4)

Coursework Essay 50%

Practical 0%

REFERRAL ASSESSMENT53 | P a g e

BSc (Hons) Rural Business Management (Top Up) Handbook 2016-2017


Component Name

Component Weighting

Written exam 0%

In-class test 0%

Critically evaluate the intrinsic factors that determine animal performance (ALO2)

Assess the extrinsic constraints on animal performance (ALO3)



50%

Appraise the criteria used to assess animal performance (ALO1)

Judge animal performance records in order to identify and correct sub-optimal performance (ALO4)

Coursework


Practical 0%





MODULE CODE: RBM313 MODULE TITLE: Managing Leisure



SHORT MODULE DESCRIPTOR: (max 425 characters)This module investigates the differing perspectives and approaches to developing and understanding off leisure. It further focuses upon the more recent trends and developments regarding the use of time and space for individuals and groups.





%

T1 (Test) %



MODULE AIMS: To provide and insight and an understanding into divergent leisure activities To examine the context in which leisure takes place for the individual and groups To discuss the nature of leisure and enterprise in modern life

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Assemble and assess a variety of approaches that help to develop our understanding of leisure.2. Appraise particular leisure trends estimating the potential for different future forms of leisure

pursuit.3. Collect and evaluate some of the connections between ‘text’ and ‘context’ in leisure provision.4. Assemble an argument that deals with the issue of ‘adding value’ to a leisure facility assessing

the potential for intended and unintended consequences.

DATE OF APPROVAL: 01 Dec 2008 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2009 SCHOOL/PARTNER: Duchy College, Stoke





MODULE LEADER: Dr Jurie Intachat OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTTheoretical systems and their deployment, modernity and post modernism, structure/field and agency/habitus; Popular culture and leisure pursuits, fantasy and hyperreality; compression of time and space; Political and entrepreneurial context of leisure, postfordism, Kaban, Disneyfication and Macdonaldisation possible futures; Best value/CCT, authenticity, deep and surface meanings.


Lecture 10 To cover basic knowledge and key concepts and principles

Workshop / Seminar 10 Critiques and key issues discussions

Visits 15 Key relevant industry visits utilising industry based delivery when feasible

Tutorial 10 Support preparatory workGuided Independent Study 155 Autonomous work and self-directed




Element Category

Component Name

Component Weighting

Assemble and assess a variety of approaches that help to develop our understanding of leisure (ALO1)

Appraise particular leisure trends estimating the potential for different future forms of leisure pursuit (ALO2)

Collect and evaluate some of the connections between ‘text’ and ‘context’ in leisure provision (ALO3)


In class test 0%





Assemble an argument that deals with the issue of ‘adding value’ to a leisure facility assessing the potential for intended and unintended consequences (ALO4)


Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%










Assemble an argument that deals with the issue of ‘adding value’ to a leisure facility assessing the potential for intended and unintended consequences (ALO4)

Coursework


70%

Practical 0%





MODULE CODE: RBM314 MODULE TITLE: Technological Development for Golf

CREDITS: 20 FHEQ Level: 6 JACS CODE: C620


SHORT MODULE DESCRIPTOR: (max 425 characters)This module examines the recent advances in golf technology through the examination and evaluation of the underpinning scientific principles. A series of recent technological advances will be critically appraised in the context of the player, the course manager, the market, public perceptions and the wider environment.





%

T1 (Test) %



MODULE AIMS:This module aims to develop the conceptual knowledge and understanding of current developments in Golf Technology and how they affect the future of golf as a business sector. The relationship between advancing technology, the market place and the governing bodies within the sector will be critically appraised.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Appraise the new technologies that are emerging within the sector.2. Judge the scientific principles underlying the technology.3. Critically evaluate the linkage between emerging technology, market and management.4. Assess the application of which technologies are useful to different leisure activities.






MODULE LEADER: Mr Alex Lindsay OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTHistorical advances in technology, how they have impacted on golf and the business environment and what can be learnt from those experiences. Technologies and the underpinning scientific principles. Availability of data and information to alter products, Practices and equipment. Current and potential developments using new technologies. Impact of technological advances on the market, resource use and the business environment.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Provide main concepts and principlesWorkshop 20 To include group exercisesTutorial 15 Support for preparatory workGuided Independent Study 155 Autonomous work and self-directed




Element Category

Component Name

Component Weighting




Written exam 30%

In class test 0%

Assess the application of which technologies are useful to different leisure activities (ALO4)

Coursework Case Study 70%

Practical 0%


REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%






30%

Assess the application of which technologies are useful to different leisure activities (ALO4)


Practical 0%





MODULE CODE: RBM315 MODULE TITLE: Business on the Golf Course



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will provide students with the opportunity to engage in a critical assessment of the role of corporate hospitality that both facilitates and supports engagement with business through the medium of golf.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) %



%

T1 (Test) %



MODULE AIMS:The purpose of the module is to develop within students the concepts that underpin doing business in a golfing context. It further examines the component parts of business interaction and examines the synergy between business and sport allowing students to organise and manage the business process.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Plan a golf experience within the business setting2. Evaluate the most appropriate golf experience for a particular business situation3. Estimate the costs and benefits to an organisation of using golf as a business tool.4. Assess when and where potential key sales drivers exist within a corporate golf day.






MODULE LEADER: Mr Alex Lindsay OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTFacilities, course type and design, performance profiling and facility matching, event management, nvcs, application of management theory to practice.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 10 Background delivery on key principles

Workshops / Seminar 20 Discussions and critical assessments utilising industry based delivery when feasible

Project Supervision / Tutorial 15 Support event preparatory work

Guided Independent Study 155 Self-directed and autonomous work with employers / industry




Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%

Plan a golf experience within the business setting (ALO1)

Evaluate the most appropriate golf experience for a particular business situation (ALO2)

Estimate the costs and benefits to an organisation of using golf as a business tool (ALO3)

Assess when and where potential key sales drivers exist within a corporate golf day (ALO4)

Coursework

Plan a golf day / event for a business 100%

Practical 0%

REFERRAL ASSESSMENT



Component Name

Component Weighting

Written exam 0%

In-class test 0%


0%

Plan a golf experience within the business setting (ALO1)

Evaluate the most appropriate golf experience for a particular business situation (ALO2)

Estimate the costs and benefits to an organisation of using golf as a business tool (ALO3)

Assess when and where potential key sales drivers exist within a corporate golf day (ALO4)

Coursework

Referral Assignment

100%

Practical 0%





MODULE CODE: RBM316 MODULE TITLE: Food Processing Systems



SHORT MODULE DESCRIPTOR: (max 425 characters)Food Processing Systems builds on the knowledge gained in Food Processing and Food Unit Operations to look at developments in food processing systems





%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: BSc Rural Business Development


MODULE AIMS:The purpose of the module is to further develop the students’ knowledge of the scientific principles and practices on which Food Technology is based. To develop in students, the confidence and competence in gathering, appraising processing and interpreting technological data.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:8. Construct a comprehensive/detailed knowledge of food science and technology, with areas of

specialisation in depth, and an awareness of the provisional nature of knowledge.9. Evaluate complex problems and the application of appropriate knowledge, tools/methods to

their solution10. Act autonomously, with minimal supervision or direction, within agreed guidelines

DATE OF APPROVAL: 01 December 2008 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION:

01 September 2009 SCHOOL/PARTNER: Duchy College, Stoke

ClimslandDATE(S) OF APPROVED CHANGE: N/A TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017- 2018 NATIONAL COST CENTRE: 134

MODULE LEADER: Angie Shepherd OTHER MODULE STAFF: Glenn Coulson

SUMMARY of MODULE CONTENTExtrusion technology; Freeze drying; Cryogenic freezing; Cook-chill and sous vide processing; controlled atmosphere preservation and storage of meat, fish, bakery, fruit and vegetables products; High pressure food processing.Microbiological safety issues with a range of processing methods e.g. MAP and vacuum packaged foods; application of ‘hurdle technology’ for increasing safety


Lecture 20 To provide background knowledge and key concepts

Practical Session 15 Food processing laboratory sessionsVisits 10 To include guest speakers from industry

Guided Independent Study 155 Self-directed study and may include working autonomously with industry




Element Category

Component Name

Component Weighting

Construct a comprehensive/detailed knowledge of food science and technology, with areas of specialisation in depth, and an awareness of the provisional nature of knowledge (ALO1)

Evaluate complex problems and the application of appropriate knowledge, tools/methods to their solution (ALO2)


In class test 0%




Act autonomously, with minimal supervision or direction, within agreed guidelines (ALO3)

Coursework

Critical Evaluation

50%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%








Act autonomously, with minimal supervision or direction, within agreed guidelines (ALO3)

Coursework


Practical 0%





MODULE CODE: RBM317 MODULE TITLE: Controversial Issues in the Food Industry



SHORT MODULE DESCRIPTOR: (max 425 characters)This Module is designed to enable graduates to communicate effectively with a range of audiences on topics of controversy within the broader food industry.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) %



%

T1 (Test) %



MODULE AIMS: To equip the student with the skills required to critically appraise scientific research To enable the student to speak and write effectively about current controversies and

developments in food science, technology and production To stimulate a receptive attitude to a range of scientific views

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:11. Assess the most controversial issues in the food industry on the grounds of scientific

understanding and industry implication.12. Evaluate evidence to support conclusions/recommendations, reviewing its reliability, validity

and significance. Investigate contradictory information/identify reasons for contradictions.13. Engage effectively in debate in a professional manner and formulate detailed and well-judged

reports that demonstrate a clear understanding of the need to communicate to the industry and the wider population.






MODULE LEADER: Dr Jurie Intachat OTHER MODULE STAFF: Angie Shepherd

SUMMARY of MODULE CONTENTDiscussion groups and debates reviewing scientific papers; hot topics in food technology; advances in food science and technology and their impact on the consumer; controversies arising from media attention. Examples include food scares, labelling, nutrition, extreme diets, food borne illnesses, genetic modification, and technological developments.


Workshop / Seminar 35Weekly evaluations and critiques on current topics and utilise industry based delivery when feasible. Reviews from Journals.

Tutorial 10 Support for Journal clubs and other preparatory work

Guided Independent Study 155 Autonomous work and self-directed




Element Category

Component Name

Component Weighting

Written exam 0%

In class test 0%


Assess the most controversial issues in the food industry on the grounds of scientific understanding and industry implication (ALO1)

Engage effectively in debate in a professional manner and formulate detailed and well-judged reports that demonstrate a clear understanding of the need to communicate to the industry and the wider population (ALO3)

Evaluate evidence to support conclusions/recommendations, reviewing its reliability, validity and significance. Investigate contradictory information/identify reasons for contradictions (ALO2)


Coursework

Critical evaluation on current Issues

Journal Club

50%

50%

Practical 0%

REFERRAL ASSESSMENT


Component Name

Component Weighting

Written exam 0%

In-class test 0%


0%


Assess the most controversial issues in the food industry on the grounds of scientific understanding and industry implication (ALO1)

Evaluate evidence to support conclusions/recommendations, reviewing its reliability, validity and significance. Investigate contradictory information/identify reasons for contradictions (ALO2)



Practical 0%


