programme specification definitive document btec level 7 extended diploma in strategic management...

Programme Specification (v1.6) 2017-18 1 | P a g e

Section 1: BASIC INFORMATION

1.1 Awarding Institution: University of St Mark & St John

1.2 Teaching Institution: University of St Mark & St John

1.3 Locus of Delivery: University of St Mark & St John

1.4 Final Award Title: Master of Arts

1.5 FHEQ Level: 7

1.6 Programme Title:

Leadership and Management

Pathway: Leadership and Management (International Relations)

1.7 Mode and Duration of Study: FT: One year

PT: Up to 3 years

1.8 UCAS Code(s): N/A

1.9 Admission Criteria:

Entry to the Programme shall require all applicants to complete an application form which gives a variety of information about the student’s work experience, qualifications and motivation. These will be checked by the Programme Manager who must be satisfied that the applicants are at the appropriate stage to benefit from the Programme, and capable of undertaking a programme of academic work and offer evidence of academic ability and motivation. General admissions requirements of the programme are as follows:

A second class honours degree in any subject, or students holding a qualification recognised as graduate equivalent by the University.

Candidates without a first degree may be admitted to the programme provided they have significant managerial experience at an appropriate level. This is subject to an interview with the programme leader.

PROGRAMME SPECIFICATION Definitive Document


International applicants will also be expected to meet the English language requirement of IELTS 6.0 or equivalent.

APL route: Holders of HND in Business and Edexcel BTEC Level 7 Extended Diploma in Strategic Management and Leadership with merit or above will be eligible to apply for Accreditation for Prior Learning (APL) – see programme structure for module details

1.10 Accrediting Professional Body/ PSRB:

None

1.11 QAA Subject Benchmarking Group(s):

Subject Benchmarks for Masters Degrees in Business and Management (2007)

1.12 Other External Points of Reference:

Management and Leadership national Occupational Standards (2008) QAA Masters Degree Characteristics (March 2010) QAA – Framework for HE Qualifications in England, Wales and Northern Ireland

1.13 Language of Study (for learning, teaching and assessment):

English

1.14 Work-Based Learning Arrangements:

Work related learning is embedded throughout the modules on this programme.

1.15 Foundation Degree Progression Routes:

N/A

1.16 Arrangements for Distance Learning:

N/A

1.17 Original Date of Production: May 2011

1.18 Date of Commencement: September 2011

1.19 Review Date: By April 2018

2. Programme Outline

The design of the MA Leadership and Management programme has been structured with the needs of the international market, full-time and part time markets. The success of the programme is built upon the quality of learning and teaching standards, excellence in student experience, vocational relevance and establishing creative partnership links with employers. Aspects of differentiation from other HEIs is offered through the internship opportunity for full

http://www.management-standards.org/standards/full-list-2008-national-occupational-standards

http://www.management-standards.org/standards/full-list-2008-national-occupational-standards

http://www.qaa.ac.uk/en/Publications/Documents/Masters-degree-characteristics.pdf

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2718

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2718


time learner, vocational teaching staff, and professional and academic focus of the programme content.

2.1 Integrating Sustainability into the Curriculum

As a pervasive issue that affects contemporary management, the importance of sustainability and the ‘green agenda’ is embedded into this award by developing managerial awareness of the environment and how the actions and interactions of businesses can affect the environment.

3. Distinctive Features The programme provides a solid foundation for graduates who wish to develop a career in business management, or for those who wish to set up their own enterprise. In addition, the programme is also suitable for those who have significant management experience but require formal recognition through a full-time Masters level award. This programme will also therefore be attractive to those who perhaps intend returning to work after a career break, or are seeking retraining as a result of redundancy or resettlement. The assessments are designed to provide a supportive learning journey on the programme. In addition, where modules have only one contributing assessment, formative pieces facilitating Tutor feedback will be incorporated into the teaching schedule.

4. Programme Aims General aims:

To develop students’ critical thought, intellectual reasoning and practical precision for application to diverse settings.

To help students from varied cultural and social backgrounds to fulfil their potential in both intellectual and practical domains.

To prepare students for employment or continued employment by equipping them with a range of leadership and management skills.

Specific programme aims:

To provide a vocationally relevant and professionally accredited programme for students who seek a career and/or career advancement in a leadership and management profession.

To provide an education to promote an applied knowledge and understanding, reflection, critical evaluation and expression of leadership and business management theory, commensurate with a Masters level award.

To equip students with the professional skills to adapt and/or develop new approaches so as to demonstrate their application of theory into practice within the vocational setting.

To develop students as reflective practitioners who continually maintain a critical awareness of leadership and management perspectives and relate to their own personal development and career enhancement.

5. Programme Learning Outcomes The programme outcomes indicate the range and level of capabilities which students will have achieved upon completion of the programme and are appropriate to the University’s generic level descriptors (Appendix 1). These programme outcomes have also been formulated in line with the 2008 Level 7 Framework for Higher Education Qualifications in England (FHEQ) which state that holders of a Master’s degree will have demonstrated:


a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

a comprehensive understanding of techniques applicable to their own research or advanced scholarship

originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

conceptual understanding that enables the student: o to evaluate critically current research and advanced scholarship in the discipline o to evaluate methodologies and develop critiques of them and, where appropriate, to

propose new hypotheses In addition, the programme outcomes have been informed by the QAA (2007) Master’s degrees in business and management benchmarks with appreciation of the ILM’s vocational professional requirements in terms of module syllabus content and learning outcomes. Knowledge and understanding By the end of the programme, students should be able to 1. Provide an in depth critical analysis and evaluation of the theoretical perspectives within the

leadership and business management field; 2. Demonstrate the practical application of these theoretical perspectives and have engaged

with their own personal development and career enhancement in relation to them; 3. Demonstrate the ability and readiness to formulate, examine and defend business case

judgements as central to the role of Leader; 4. Demonstrate knowledge and understanding of core operations within an organisation and

engage with relevant pervasive issues which currently affect them. Intellectual Skills By the end of the programme, students should be able to 5. Think critically and be creative through identifying assumptions, evaluating evidence, define

terms adequately and generalise as appropriate to the business and management field; 6. Analyse information and knowledge effectively in order to develop meaning to solve

complex problems and make decisions; 7. Apply knowledge of leadership and business management theories to organisational

contexts without support; 8. Maintain a high degree of autonomy with their own personal development and career

enhancement. Practical Skills By the end of the programme, students should be able to 9. Demonstrate effective two way communication as evident through their listening, effective

oral and written communication of complex ideas and arguments; 10. Conduct research into leadership and management issues either individually or as part of a

team through research design, data collection, analysis, synthesis and reporting; 11. Use CIT effectively and engage with its practical and innovative application in the business

management profession;


12. Demonstrate their personal effectiveness through own critical self-awareness, personal reflection and self-management and a keen desire to learn through reflection on practice and experience.

Transferable Skills By the end of the programme, students should be able to 13. Competently perform within team environments and have the ability to recognise and utilise

individuals’ contribution in group processes; 14. Select appropriate leadership style for different situations and recognise its impact on

motivation and performance management of an organisation’s workforce; 15. Recognise ethical dilemmas and corporate social responsibility issues within organisations

and appreciate the role of leadership and management upon them.

6. Learning and Teaching Methods

6.1 Learning Enhancement One of the features of this programme is to embed ‘real-world’ insight into teaching and learning activities in the business and management curriculum area. The application of theoretical models to practice is a key aspect of the honours degree benchmark statement in the business and management subject area and should “be strongly related to practice” (QAA, 2007). A practitioner approach has therefore been a focus of learning and teaching activities, as suggested by the QAA (2007), “There should be integration between theory and practice…including employer based case studies”. The MA therefore embraces an integrated approach to teaching, learning and assessment which balances the vocational nature of the course without compromising the academic rigour of it being a FHEQ Level 7 programme. Traditional business disciplines such as economics and law, are embedded within the programme, but dealt with from a practical ‘senior-management perspective. For example, critically examining an organisation’s business environment in the module Strategic Management will necessitate an assessment of the prevailing economic and legal influences. In addition, the pervasive management discipline of project management is encapsulated within the Independent Research Project module, since it includes aspects such as contingency planning and managing timescales. Teaching and learning is student centred to maximise achievement for all on the course. A wide variety of teaching and learning strategies is actively employed to appeal to the varying learning styles of students. The modules are delivered using a blend of lecture or teaching input intermixed with activities which can range from case studies, directed reading, student led discussion and work based tasks. The strategies also enable reflection, a critical awareness of the literature and other practical skills to be developed. Typical sessions will contain a balance of presentation of concepts and techniques with practical exercises and case study analysis. Teaching will promote discussion of student work experiences, sharing the diversity of the class to broaden and deepen perspectives. Students will be encouraged to consider and discuss real-world situations. Preparatory reading and review of learning material, journals, newspapers and other relevant media will further support the learning on this module.


From the different teaching and learning techniques they are exposed to, students are enabled to personally develop, reflect on how they see their future developing and ultimately set targets for their own achievement, in and out of class, as part of their personal development plan. Such a blend of methods ensures that the requisite knowledge and understanding is imparted to achieve the learning outcomes and this is subsequently applied to workplace situations. Overall, teaching and learning is both traditional with the use of lectures and seminar discussions and a more modern, practical approach with interactive activities being utilised. The aim is to be student-centred and engaging, allowing theory to be related to practice without compromising the academic rigour of a FHEQ Level 7 programme. Teaching and Learning Definitions

Teaching & Learning mode Definition

Case Studies

A group of people, or an individual, engaged in study or work, based on a ‘real life’ situation in a practical field. Case study or scenario based learning activities.

Critical Reflection Students engage in critical reflective practice and activities to highlight areas of academic, personal and professional strengths and weakness.

Directed Study and Reading

Time set aside by the teacher for learners to study a particular subject after receiving a particular instruction.

Guest Speakers Using specialists from the field to present to students. Typically refers to when a learner, guest speaker, explains or shows some content to a learning audience; similar to a lecture

Independent Learning Activities where an individual learner conducts research, or carries out a learning activity, on their own.

Lectures Subject introduced and delivered by the Lecturer in a specific time which transmits information.

Peer Group Study

A learning event in which one learner, or a small group of learners, helps other learners with a particular subject.

Personal and Professional Development Planning

Students take part in activities that contribute towards the creation of a personal and professional action plan to achieve stated personal and career related objectives.

Presentations

Typically refers to when a learner, guest speaker, explains or shows some content to a learning audience; similar to a lecture.

Seminar Groups A group of about 8-12 people following up something that has already been introduced on the course – involves reading of an essay or paper by one member followed by discussion.

Tutorials One-to-one teaching (learner to teacher) usually for counselling purposes based on the learners’ work.


Virtual Learning Environment

A software system designed to support teaching and learning in an educational setting.

Work Based Tasks Learning events which take place within a working environment enabling learners to develop ‘real’ skills and practices.

Workshops

A group of people engaged in intensive study or work in a creative or practical field.

6.2 e-Learning Teaching and learning is supported by an online Virtual Learning Environment (Learning Space) operated by the University. It contains various teaching and learning resources which are placed alongside further reading and links to relevant websites. In addition, students have access to a good range of hard copy and electronic materials in the Library. MA teaching team members will actively use Learning Space on the programme to support students’ learning, including the use of discussion forums, voice recording of lessons for those unable to attend, and links to other learning materials or sources. Discussion boards for each subject create a knowledge base for the different aspects of the programme and also help build student group coherence and develop the cohort as a learning community. In addition, ‘e-tivities’ offer a number of different resources or media in one place with the opportunity to encourage student responses as feedback. Students are also encouraged to use Mahara to build up a web-based portfolio of evidence that can be used to support learning on the programme and also as part their career development.

7. Modes of Assessment Assessment follows University regulations and requirements. The assessment strategy has been designed to provide students with a variety of challenges appropriate for postgraduate level work and those of a modern manager. Assessment is constructed in such a way that a student’s knowledge and understanding of each module studied during the course is assessed. The assessments are also designed to provide a supportive learning journey on the programme, even where the assessment comprises only one element described in the module descriptor In addition, assessments on the Research Methods module include a literature review and a research proposal, both of which will help inform and support students undertaking the subsequent Independent Research Project module. Students on the MA Leadership & Management (International Relations) pathway, will undertake a study for LAMM06 that is related to the International relations context. The overall purpose of this assessment is to enable students to:

Demonstrate that they have the intellectual rigour commensurate with a course of this nature and have developed the analytical skills expected of study at Level 7 (FHEQ).


Demonstrate the ability to synthesise appropriate theories, models and concepts from a range of modules studied on the course and apply them to critically evaluate real world scenarios

Gain experience in working individually and as part of a team

Maximise the opportunity to utilise and share their own experience(s) and studies to produce concise documents of the kind used in the management decision making process

Receive continuous, regular and appropriate feedback throughout the module/ course

Develop the intellectual and practical abilities required of leaders and managers

The range of assessments specified in the module outlines (see the table below for a summary) has been developed in order to support the pedagogical approaches employed and which are appropriate for the nature of the subject disciplines covered. It has also been the course team's intention to set the students assignments that are relevant to real organisations and the role of senior managers.

Assessment terms and definitions

Business Plan An individual or group document detailing the actions to be taken by an enterprise in order to achieve corporate aims and objectives

Case Study A group of people, or an individual, engaged in study or work,

based on a ‘real life’ situation in a practical field. Case study or

scenario based learning activities.

Critical Review A detailed, systematic and evaluative analysis of the methods

and practices used, for example in a piece of written work.

Essay A written response to a question based on synthesis and

analysis.

Management Research Project

An in depth study of 8,000 words or equivalent following a management topic of your choice.

Professional Practice

Portfolio

Personal Development Plan : Personal Development Planning is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development.

Reflective Summaries : These summaries from active learning exercises and other academic work, will enable the student to reflect on their self-awareness, personal and professional growth and improved practices as an aspiring Strategic Leader. Reflection may be accomplished individually and collectively.

Continuing Professional Development Records : Recording newly acquired knowledge and skills to identify areas of strength and how they may be utilised in future personal growth and career development.

Presentation Formally assessed presentations given within a set time on either


a specific theoretical topic, an analysis of best practice or

practical work in progress that are given in seminars/workshops

by individuals or small groups of students

Report A written response structured in an agreed format, based on individual research of a selected topic, which can take the form of investigations, evaluations or personal reflection. This may be based on a case study or model.

Rationale Statement This is a statement which outlines the reasons for an activity or a decision. It provides background information which discusses the foreseen benefits and potential challenges of the activity or decision.

Excel Assessed Work

Folder

This is where a student’s financial and accounting assessed work is undertaken using Microsoft Excel as required in the compilation of key financial statements and the decision making models in management accounting

8. Exemptions to University Regulations None

9. Work-Based Learning / Placement Learning The course focuses on applied learning, encouraging students to relate new knowledge and skills to real workplace situations, which will enhance employment opportunities. The programme also provides students with the knowledge and skills to be business owners, particularly through the module “Enterprise and Entrepreneurship”.


10. Programme Structure

Module Code

1

Module Title

Cre

dit

s

Assessment

Sem

est

er/

Term

^

C/O

*

No

n-

con

do

nab

le#

%age Course work

%age Exam

%age Practical

Leve

l 7

LAMM01*

Managing in a Strategic Context

15 100% X C

LAMM02* Managing and Leading People

15 100% X C

LAMM03* Leadership : Organisational Context and Self

30 100% X C

LAMM04 Delivering Excellence in Operations

15 100% X C

LAMM10 Statecraft & Diplomacy 15 100% X C

LAMM05* Sustainable Financial Management

15 100% X C

LAMM06

Management Research Report and Implementation Plan

60 100% X C

LAMM07 Research Methods 30 100% X C Students on the MA Leadership and Management (International Relations) take LAMM10 instead of LAMM04. *Students who fully meet the APL route entry requirements (see section 1.9) will be eligible to apply for Accreditation for Prior Learning (APL) for the modules marked with an asterisk in accordance with the University’s APL Regulations and Procedures.

Key: (delete any of the following not used in table) ^ For modules delivered by semester:

X = modules delivered across Semesters A and B

* C = compulsory; O = optional

Students who successfully complete 60 credits of study and exit at this point can be awarded a Postgraduate Certificate. Students who successfully complete 120 credits of study and exit at this point can be awarded a Postgraduate Diploma

11 Accrediting Professional Body / Professional Regulatory and Statutory Body (PSRB) None

12 Professional Advisory Group It is anticipated that the MA PAG will develop over time from the alumni of this programme.

13 Academic Progression Opportunities Upon completion of the MBA programme, students can progress onto higher research-based degrees such as MPhil, PhD, DBA or similar.

1 a definitive module descriptor is required for each module

https://www.marjon.ac.uk/about-marjon/institutional-documents/module-descriptors/lam-modules/LAMM01.pdf









14 Employability and Career Progression Opportunities Labour market intelligence highlights the urgent demand for business and management provision to drive business growth and employability in the Devon and Cornwall regions. In particular, the South West Skills Priorities Statement 2011-12 identifies specific workforce demands in enterprise, innovation, leadership as well as general business skills such as finance, marketing and project management. This is supported by the Plymouth Employment and Skills Board noting in particular the need for effective leadership and management development in the region, as well as the need for raising levels of enterprise support. The business section will promote closer links with employers, especially public sector, military and charitable organisations. These, together with the Course Manager for the MA will be responsible for external liaison for the programme. In addition, the Faculty has strong working relationships with a variety of organisations that have supported previous courses over time through sponsorship of employees and placements. The MA Leadership and Management (International Relations) is aimed at those who currently work in international relations, security or diplomacy or for those who wish to pursue a career in that sector.

15 Support for Students and for Student Learning Upon registration students will be invited to engage with support learning materials on the VLE. Students will then be invited to attend an extended induction period prior to formal commencement of studies to orientate to Masters-level study and instructions on accessing the VLE to support the programme/ module where to go to seek additional advice on progression through the programme. A ‘dummy’ module providing on-going student learning support will be incorporated into the teaching schedule and timetabled to run concurrently with the programme modules. In addition, the following support for students is available:

Course handbook (available via the VLE) including guidance for tackling assessments, and module outlines

Support from ILS staff, through the Information Desk and Study Guides

Student Representation on Course Management Committee (and staff student consultative committee), to address course-wide issues

Each student is allocated a personal development tutor to provide support for learning. The personal development tutor for all registered students will be the programme leader.

Registry via Learning Space provides student-specific information,

Range of support services available through Student Services

English language support provision where required

Disability and Dyslexia Service provides support for those students with registered disabilities, such as Dyslexia.

The University has an Equal Opportunities Policy, together with equality schemes and action plans promoting equality in relation to race, disability, gender, age and sexual orientation.


A full range of study skills advice sheets are available through the University. This includes advice regarding skills such as self-organisation, minimising stress and reading efficiently. This information will be made available via Learning Space. Support is also provided in relation to study at a distance, note-taking and oral presentation skills, all of which will prove invaluable for those returning to study. Other information available deals with the issues of plagiarism and referencing. Module tutors are also available as a valuable resource to guide and advise on the completion of assessments.

16 Student Feedback Mechanisms Students will complete a module evaluation form at its completion, which will provide useful feedback to tutors to improve learning and teaching activities. In addition, student representatives are key members of the Staff/Student Liaison committee (SSLC), which meets once per semester to discuss the programme and university issues.

17 Other Stakeholder Feedback (i.e. graduates and employers) N/A.

18 Quality and Enhancement Mechanisms The quality of the student experience and the standards of the awards are managed and quality assured through the normal the University’s regulations and procedures. Student achievement and progression is managed through the Module Assessment Boards (MABS) and the Progression and Award Boards (PABs). Programmes are reviewed annually through annual monitoring processes, including external examiner contributions, and incorporate student feedback mechanisms.

19 Key Information Set (KIS) Data


Appendix 1

Programme Learning Outcomes mapped to Module Assessments: Knowledge and

Understanding

Intellectual Skills Practical Skills Transferable

Skills

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

LAMM01

LAMM02

LAMM03

LAMM04*

LAMM05

LAMM06

LAMM07

LAMM10*

Students on the MA Leadership and Management (International Relations) take LAMM10 instead of LAMM04. *Students who fully meet the APL route entry requirements (see section 1.9) will be eligible to apply for Accreditation for Prior Learning (APL) for the modules marked with an asterisk in accordance with the University’s APL Regulations and Procedures.