course specification student.pdf

COURSE SPECIFICATION: Student Learning Experience

Doctorate of Business Administration [DBA] Doctorate of Business Administration

STUDENT LEARNING EXPERIENCE

The University's ambition is to be consistently one of the best modern universities in the UK. To achieve this ambition, theUniversity focuses on the needs of students, economies and societies, aiming to:

enrich the all-round experience of students throughout their engagement with the University;enhance the quality and relevance of taught provision;increase the diversification of the student population;expand the provision of corporate programmes and lifelong learning opportunities;grow internationally excellent research and knowledge exchange activities and reputation;secure economic and environmental sustainability.

The University believes a professional education starts with excellent teaching and research within a supportingenvironment, and is about a lifelong and sustainable approach to working and living. The University's portfolio is informedby its commercial and public sector partners, who are instrumental in helping to develop courses to ensure their relevance forthe evolving economy and society. Many include practical experience and placements, and are professionally accredited.These contribute to the University's position as one of the UK's top universities for graduate employment.

By combining the best of both academic and professional worlds, the University aims to give its students the best possiblestart to their careers. A degree from Robert Gordon University is confirmation to a future employer that a student willpossess the required blend of learning, skills and experience.

COURSE PHILOSOPHY AND OVERVIEW

Teaching, Learning and Assessment Strategy

Throughout the taught stage of the course, for those students in either full-time or part-time attendance, the main mode ofdelivery will be through lectures, interactive seminars and group work, with appropriate support material and discussionforums on the Intranet. The Aberdeen Business School encourages the utilisation of a diverse range of teaching and learningmethods designed to encourage student involvement in the learning process. Through the implementation of techniques suchas group exercises, role-plays, workshops, simulations, case studies, and oral presentations, the School will ensure thatstudents are given the opportunity to play an active role in their educational development. The taught element of theDoctoral programme will thus be enhanced by the innovative teaching approaches employed by the School, which arefeatures typical of Professional Doctorates.

The Aberdeen Business School also encourages that various forms of assessment will be used to monitor student progresswithin the taught modules and to determine progress through the taught programme. The coursework for a module mayconsist of critical review essays, project report, online activity and group discussions, and self and peer assessment, portfolioof evidence etc. as appropriate to the learning outcomes of the module. Specific assessment requirements are specified inthe Module Descriptors.

For the distance learning students, throughout the taught stage of the programme, the main mode of directed study is bynetworked distance learning through the course's website (part of the University's Virtual Campus). In addition students mayundertake several web-based activities as an important part of their learning process. As an online learner, the student willbe part of a ‘virtual cohort', and communication and interaction among the cohort is also a significant aspect of the learningprocess. In a collaborative learning environment however, the student is also required to become an independent openlearner and take responsibility for when, where and how learning occurs.

The University recommends that Distance Learning is assessed solely by coursework, and in the interests of equity the sameassessments will be administered to all students.

In preparation for the dissertation, students will receive a programme of instruction in the basic aspects of researchmethodology. This covers: the nature of research; writing a research proposal; sourcing relevant information; datacollection; collection and analysis of data; writing up their work. The preparation of a formal proposal for approval by theResearch Degrees Committee forms part of the formal assessment of this programme.

Students will also be encouraged to interact with their peers through discussion groups and research forums. Furtherindividualised support will be provided by the Principal Supervisor and the supervisory team.

The School has an ongoing responsibility for promoting innovative teaching and assessment methods. The School'sTeaching, Learning and Quality Enhancement Committee monitor developments in these areas, with staff being encouragedto introduce innovations in the teaching methodology and/or assessment techniques to challenge the students, develop theirtransferable skills and inculcate a desire for deep learning.

Progression and awards would be dependent on successful completion of each stage. Progression to the Dissertation stagewould be conditional on satisfactory completion of the 120 credits of taught Modules at SHEM Level.

It is expected that all candidates will complete the full programme of study, including the dissertation. There may, however,occasionally be instances in which a candidate fails to complete the programme for personal or academic reasons. It wouldbe in keeping with the University's existing policy on Exit Awards for there to be one. In appropriate circumstances,candidates may be advised to complete a relevant programme from those already approved by Academic Council, taking anynecessary outstanding Modules to do so. In most instances, this would lead the student to be awarded a Certificate,Diploma or Masters Degree in Professional Studies.

The Learning Environment

Doctorate of Business Administration [DBA] Doctorate of Business Administration 1


On Campus Students

The Aberdeen Business School building was purpose built in 1998, and is equipped with state-of-the-art technology. Thisensures that students are taught in a comfortable and appropriate venue. In addition to the physical facilities, the studentswill have the benefit of access to the Intranet. The Intranet is similar to the Virtual Campus, and has a number of functionsranging from a repository for lecture support material to video clips of guest speakers.

Open and Distance Learning Students

The Virtual Campus provides a generic infrastructure for online learning. Facilities provided include:

A course enrolment system. Discussion forums for online meetings and conferences, and tutorials. A messaging service allowing student feedback and support from supervisors/advisors, and confidential peer group feedbackbetween student cohort. Student publishing space enabling production of a personal profile, organisation of relevant links, and links to student work. A calendar of course events. A means of distributing text-based open learning materials, assignments and course handbooks. Provision of web-based open learning materials and other appropriate resources Tools for delivering student self-assessment. Tracking of student interaction with resources provided via the Virtual Campus and with course materials. In addition, the Department of e-Learning ( DeL ) will also support the School to deliver additional specific learningenvironments for group work.

TEACHING AND LEARNING STRATEGY

Teaching, Learning and Assessment Methods

Specific mappings for the teaching, learning and assessment strategies are given below. However, all strategies employedfor distance-learning students will be consistent with and utilise CELT/DeL guidelines as they are prepared and revised. These are modelled on the Code of Practice Collaborative Provision and Flexible Learning. Assessment follows the guidelinesin the University's Assessment Handbook and the chapters on distance learning, in particular.

In this section the various methods of teaching, learning and assessment used in the achievement of the Level LearningOutcomes (LLO) are detailed

StudentLearningOutcomes

Teaching/LearningMethods forAchievingOutcomes

Exemplar Methods for Assessing/

Evaluating Outcomes (a) Knowledge and Understanding

KnowledgeandUnderstanding

Live lectures;electroniclectures; directedstudy oftextbooks; studyof paper-basedopen-learningmaterials;mediatedself-study; CBL,multimedia andWeb-basedmaterials; casestudies, classdiscussions;seminars;tutorials

Examinations/tests based onobjective items, short-answer items,short-notes questions, structuredessays; computer-basedassessment; oral assessment;laboratory/studio/clinical/work-basedassignments.

(b) Key Transferable Process Skills



CommunicationandPresentationSkills

Structured andunstructured essays;assignments and projectsinvolving writing reports,making live presentations,presenting/describinglaboratory, studio orclinical work, etc;seminars; games,simulations and casestudies; mediatedfeedback sessions;self-help groups.

Structured andunstructured essays;assignments and projectsinvolving writing reports,making presentations,presenting/describinglaboratory, studio orclinical work, etc; seminarpresentations; assessmentof performance in games,simulations, case studiesand mediated-feedbacksessions; oral assessmentof all types.

Numeracy

Live lectures; electroniclectures; individualisedstudy methods of alltypes; worked examples;applications of theoriesand principles; casestudies;laboratory/practical workof all types; use ofcomputers; projects andassignments involvingcalculations, dataprocessing, etc.

Examinations/tests basedon objective items,short-answer items,problems, case studies;assessment of computerand laboratory/practicalwork; assignments andprojects involvingcalculations, dataprocessing, etc.

IT Skills

Live lectures, electroniclectures, individualisedstudy methods of alltypes; use of computersas word processors,calculators, databases,design tools,communication systems,etc in class work, projectsand assignments, andprivate study; tutorials.

Assessment of use of C&ITin class work, projects andassignments(details/exemplars to beprovided).

Learning Skills

Live lectures; electroniclectures; individualisedstudy methods of alltypes; assignments andprojects; tutorials.

Not assessed directly, butunderpin performance invirtually all assessmentscarried out in programme.

Interactive andGroup Skills

Tutorials; classdiscussions; seminars;interactive games,simulations and casestudies; mediatedfeedback sessions; groupprojects; self-help groups.

Assessment ofperformance in classdiscussions, seminars,interactive games,simulations and casestudies, mediatedfeedback sessions, group



projects, etc.

Research Skills

Live lectures; electroniclectures; individualisedstudy; laboratory,practical and project workof all types, particularlyany major projectincorporated inprogramme.

Tutor assessment ofwritten project reports,live presentations onproject work, etc; peerassessment of individualcontributions to groupprojects; self-assessment.

(c) Higher Cognitive Skills ApplicationAnalysis

Synthesis

Evaluation

ProblemSolving

Live lectures; electroniclectures; individualisedstudy methods of all types;worked examples;problems, case studies,simulations and games;assignments and projectsof all types; laboratory,studio, clinical and fieldwork; work placements;seminars; tutorials.

Examinations/tests basedon objective items, shortanswer items, problems,case studies, structuredand unstructured essays;reports, performance inseminars, assignments,projects, portfolios,practical work andlaboratory/clinical work,work placements of alltypes.

(d) Subject-Specific Skills ApplicationAnalysisSynthesisEvaluation

ProblemSolving

Workshops, seminars,projects, online andresearch team discussions.

Formativeassessment/tests based onreports; coursework,online and supervisoryteam discussions;presentation.

ASSESSMENT

The assessment methods are designed to support the teaching and learning strategy. Team−based working, collaborativelearning and discussion are encouraged within the assessment design. This may be by allocating a proportion of the grade tothe assessment of team outcomes via presentations or evidence portfolios. In other circumstances, individual assessmentsmay be based on earlier team working or discussion. Assessment will follow the guidelines in the University's Academic Regulation RGU: Academic Regulations. In particularassessment will be designed to:· Ensure that learning outcomes have been met;· Provide feedback to students, and thus support and guide learning;· Demonstrate that appropriate standards are being maintained;· Motivate students to undertake appropriate work; and· Provide opportunities for students to communicate with peers and staff. Assessments are self−contained within modules and are designed to assess the module learning outcomes. Where there is



more than one assessment mechanism within a module it is expected that they will assess different learning outcomes.Coursework assessment is the main mechanism for assessment, but within this there is considerable flexibility for moduleco−ordinators to use methods appropriate for their individual modules. Diversity of assessment types and the use ofinnovative methods are encouraged. The majority of coursework assessment focuses on assessing individual competence. It is considered that coursework assessments are on balance the most appropriate to permit the demonstration of learningoutcomes at Masters' level. Within these a variety of assignment types is encouraged. In accordance with University procedures: · All coursework assignments are moderated internally as above, and are also subject to external moderation;· A sample of all coursework assignments are double marked to ensure consistency of marking, and a smaller sampleis subsequently sent to the appropriate External Examiner for moderation, before grades are reported to and approved bythe Assessment Board;· All assignments are marked according to a criterion referencing system, which seeks to ensure objectivity of marking. The Programme Management Team has an ongoing responsibility for promoting innovative teaching and assessmentmethods and practices. It monitors developments in these areas, with every subject lecturer encouraged to introduceinnovations in the teaching methodology and/or assessment techniques. It is recognised that there is an ongoing need todevelop and implement ways of challenging the student, developing transferable skills and inculcating a desire for deeplearning. All assessments endeavour to have professional relevance and are related to issues and situations which studentscan expect to encounter in the workplace. With regard to the distance learning mode of study all strategies employed will be consistent with and utilise the Departmentof e−Learning ( DeL ) guidelines as they are prepared and revised. Assessment follow the guidelines in the University'sAssessment Handbook including the chapters on distance learning and take due cognisance of QAA's Code of Practice onCollaborative Provision and Flexible and Distributed Learning (including e−learning) (September 2004). There is anequivalence of assessment methods and practices employed across all delivery modes.

SUPPORT FOR TEACHING, LEARNING AND ASSESSMENT

The University provides a number of means of supporting teaching and learning:

a University-wide Teaching and Learning Strategy, accessible atwww.rgu.ac.uk/files/Teaching%20and%20Learning%20Strategy%20%28June08%291.pdf;

student induction organised on a course or School basis;

an ongoing scheme of personal/pastoral support for students;

an extensive programme of student study skills delivered through the Library and the Study Skills and Access Unit; an extensive library of learning resources; close collaboration with industry and professional, statutory and regulatory bodies; the University's active participation in the Scottish Funding Council's Quality Enhancement Themes, www.enhancementthemes.ac.uk/; support for staff from the Department for the Enhancement of Learning, Teaching and Assessment (DELTA), includingprovision of a Postgraduate Certificate Higher Education Learning and Teaching course; extensive opportunities for student placements with companies or organisations, academic overseas exchangeprogrammes, and support for entrepreneurial activity; CampusMoodle, http://campusmoodle.rgu.ac.uk/, the University's dedicated virtual learning environment;

a commitment to knowledge exchange and technology transfer through focused research activity, which contributesto the critical underpinning for all taught courses;

the expanding provision of state-of-the-art, purpose-built facilities and buildings.

Extensive use is made of the Virtual Campus. For distance learners, the Virtual Campus forms the principal mode of delivery.For on-campus students it forms a significant part of the teaching and learning process and is used for the hosting of lecturenotes, reading lists, case studies and facilitating teamwork. Course and Module Handbooks are also made available throughthe Virtual Campus. The DBA team makes full use of information and communication technologies in teaching, learning,assessment and research.

MONITORING OF QUALITY AND STANDARDS

As above.

STUDENT ENGAGEMENT IN QUALITY

The DBA is a challenging course demanding a combination of intellectual ability and experience.

Students on the the course will have the opportunity to blend the latest academic thinking, with business knowledge, skillsand practice, to enable them to make a significant contribution to the enhancement of professional practice. Students willhave the opportunity to work closely with a vibrant research community that can support their research and career ambitions.

In all modes of study, there is a requirement for individual study which is both directed and self−directed.

The course strongly integrates theory with professional and vocational practice and the student will be expected to developan understanding of the principles and ideas in contemporary management. Particular emphasis is placed on the student'sevaluative and analytical skills with the overall aim of producing creative, innovative and reflective practitioners. The studentwill be required to engage fully with and participate actively in the learning process. The course is intensive, yet highlyenjoyable and engaging. Regular attendance at lectures (taught mode) and engagement with all course components isrequired to achieve a satisfactory level of performance.



In full time mode, the learning occurs through lectures, seminars and workshop. These comprise of a mix of formal lectures,group study, discussion, simulation and presentations of findings by teams and individuals. Where appropriate, computerlaboratory sessions are employed for electronic simulations. On−campus students will work in teams on case studies, teamactivities, presentations and discussions. Students are required to purchase their own textbooks to support their study andmake full use of the library resources.

The distance learning mode is supported by the Virtual Campus through individual study of the study materials and activeparticipation in the group learning experience. Online community groups, communication tools and discussion forums enablestudents to:

· Communicate with each other and their tutors; · Share ideas, debate issues and explore concepts; · Reflect on the contributions of others and consider critically their own position prior to posting a response to thegroup; · Participate in a few live lectures as they occur on the full-time course; · Enhance the learning experience for all involved.

Central to the virtual campus is the development of a learning experience responsive to individual needs which encouragesthe active participation of students with tutors and with each other to expand their ideas in class or via electronic forumsand communications tools.

FEEDBACK FROM STUDENTS

As above.

DATE OF PRODUCTION / REVISION

20 September 2010

NOTE

This document constitutes one of two course documents that should be read together:Course Specification: Core Award DataCourse Specification: Student Learning Experience

CONTACT DETAILS

Robert Gordon UniversitySchoolhillAberdeen AB10 1FR Scotland, UK A Scottish Charity, Registration No. SCO13781

Telephone: +44 (0)1224 262000Web: http://www.rgu.ac.uk

In compiling this information the University has taken every care to be as accurate as possible, though it must be read assubject to change at any time and without notice. The University reserves the right to make variations to the contents ormethods of delivery of courses, to discontinue, merge or combine courses, and to introduce new courses.

Printed: 12 Sep 2011Record Number: 0041Version Number: 1



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