subject evaluation document · web viewbusiness management with hrm 62. 1.8. business management...

G: Subject Evaluation Document (PSIM)- Table of Contents

A. Overall aims of subject provision..............................................................................541. Aims........................................................................................................................... 542. Market for Business Graduates..................................................................................603. External Examiner Feedback.....................................................................................60

3.1. Overall Standards and Processes...........................................................................603.2. Assessment............................................................................................................ 603.3. Additional Comments............................................................................................ 60

B. Evaluation of Provision................................................................................................. 611. Learning Outcomes.................................................................................................... 61

1.1. Business Management Single Honours BA (BMSH)............................................611.2. Business Management in BA Combined Honours Programme (BMCH)..............611.3. Business and Management BA (top-up from HND, known as BAMBA).............611.4. Objectives of Specialist Programmes....................................................................621.5. Business Management with e-Commerce..............................................................621.6. Business Management with Finance & Economics...............................................621.7. Business Management with HRM.........................................................................621.8. Business Management with Information Technology...........................................621.9. Business Management with Marketing..................................................................621.10.Business Management with Public Service Management......................................631.11.Sub-degree programmes........................................................................................631.12.Foundation Degrees............................................................................................... 631.13.Processes to communicate intended learning outcomes........................................63

2. Curriculum Design..................................................................................................... 632.1. Business functions................................................................................................. 642.2. Information Technology........................................................................................652.3. Communications.................................................................................................... 652.4. Research methods and data analysis......................................................................652.5. Orientation............................................................................................................. 652.6. Work-Based Learning (WBL)...............................................................................662.7. Perceived weaknesses in the Curriculum...............................................................672.8. Currency and Innovation.......................................................................................672.9. Assessment............................................................................................................ 67

3. Student Progression and Achievement......................................................................693.1. Student Achievement............................................................................................. 693.2. Degree Results by Programme...............................................................................693.3. Graduate Attainment.............................................................................................. 71

4. Quality of Learning Opportunities.............................................................................724.1. Application of College Policies.............................................................................74

5. Maintenance and Enhancement of Standards and Quality.........................................755.1. Quantitative Data on Student Achievement...........................................................755.2. Quality Management Process................................................................................76

Subject Evaluation Document (PSIM)

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SUBJECT EVALUATION DOCUMENT

Business Management & Public Services Information Management

A. OVERALL AIMS OF SUBJECT PROVISION

(NB Material specific to the Certificate in Public Services Information Management will generally be italicised)

The Business Management Group has reviewed four existing programmes1, with the intention of integrating these more closely into a suite of Business Management programmes. The (single honours) Business Management programme conforms to the QAA benchmark for General Business and Management programmes2, which also form the basis for the design of the Business Management field in the CHP. Since the new programmes are direct successors to the current ones, they will be built on the successes of current programmes, with changes to address deficiencies and superfluities summarized in this document.

In addition, specialist pathways will be derived from this programme, giving students the option of pursuing a degree of specialization after level 1.

There is a good fit between the BAMBA “top up” degree and the Foundation Degree in Management, which will allow the Group to enhance the flexibility of its offerings.

The Certificate in Public Services Information Management (PSIM) was validated in 2001. It is being presented for revalidation in the form of a Foundation degree (FdA) taking into account the profile of existing students which exhibits a remarkable pattern of performance on the existing Certificate programme. This suggests to the Course Designers that the programme has a whole should be repositioned from a Certificate to a FdA/Diploma level qualification.

1. Aims

The aims of all the programmes include the development of problem solving, decision making, and communication skills. The current definitive document for BMBC lists key intended learning outcomes as: critical application of theory; data access; analysis and interpretation; learning how to learn; use of experiential and reflective learning; competence in organizational communications; use of ICT and research skills.

These correspond well with the QAA Benchmarks for General Business and Management (QAA, 2000), which lists: cognitive skills critical thinking; analysis and synthesis; effective problem-solving; communication (e.g. business reports); quantitative skills; effective use of information and communication technologies; self-management; self-awareness; learning to

1 In November 2002, these are: BA (Hons) Business Management with Business Communications (BMBC) BA (Hons) Business Administration – HND top-up degree (BAMBA) BA (Combined Honours): Field of Business Public Services Management (PSM)

The Certificate in Public Services Information Management is excluded from this review2 Accessed 19 Nov 02 at http://www.qaa.ac.uk/crntwork/benchmark/business.pdf


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learn; team working; interpersonal skills; and ability to conduct research. The current BMBC programme accords with the benchmark by addressing business issues at both the European and international level.

The Group maintains the aims set out for the 2001 QAA Subject review, which are to develop:

1. cognitive and analytical skills of students which may subsequently be deployed in problem-solving and decision-making in organizations;

2. approaches to analysis that reflect the range and diversity of business processes, and the disciplines that underpin them;

3. communication and interpersonal skills;

4. abilities to investigate a variety of business problems and to reflect upon the social and organizational context of management decision-taking in a global market economy;

5. understanding of how to deploy effective techniques to aid students in their future careers, including the application of Information Technology and (except for those taking Business as subsidiary subject) of Business Research Methods.

In addition, the CertPSIM programme aimed to produce graduates of a Certificate course who will possess:

(a) A knowledge base of central and local government

Learning Outcomes

1. A knowledge of the institutions and interrelationships of government at central and at local level

Implementation

Material studied in the modules Public Administration in Britain and Local Government - Continuity and Change

2. An awareness of recent government initiatives in the modernisation of government (informed by a study of the relevant White Papers) and the progress made towards implementation at national and at local level

Implementation

Material studied in the modules of Public Administration in Britain and Local Government - Continuity and Change


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3. An understanding of the implementation of customer care philosophies both in general terms and more specifically within the context of a local authority service

Implementation

Material studied in the modules of Quality Management in the Public Sector and Research Methods and Statistics (for questionnaire evaluation)

4. A knowledge of the ways in which ITC is utilised as an aid to organisational functioning and efficiency

Implementation

Material studied in the modules of Introduction to Business Computing, Business Application Packages and Communication in Public Sector Organisations

(b) Knowledge of information sources and how they may be interrogated, sifted, evaluated and deployed

Learning Outcomes

1. Knowledge of conventional reference materials deployed to provide a rapid response to customer queries

Implementation

Material studied in the module of Public Services Information Management

2. Familiarity with on-line resources and the operations of the technology that facilitates data search and retrieval

Implementation

Material studied in the modules of Introduction to Business Computing, Business Application Packages and Communication in Public Sector Organisations


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(c) Cognitive abilities including the application of theory and evidence in the social and information sciences

Learning Outcomes

1. The ability to adduce, sift and evaluate evidence in support of a reasoned argument as typically deployed in the social sciences

Implementation

Individual/group activities and assignments found across the programme.

2. The ability to comprehend and utilise the styles of analysis found in the literature base of the relevant social sciences (public administration, organisation theory)

Implementation

Individual and group activities and assignments found across the programme.

3. The development of skills to critically reflect upon one’s own organisational functioning as an aid to future learning and the enhancement of performance (as a reflective practitioner)

Implementation

(I) Small group activities and discussions

(ii) Assignments and teaching materials associated with the modules of:

Public Administration in Britain Local Government - Continuity and Change Public Services Information Management Quality Management in the Public Sector Communication in Public Sector Organisations


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(d) Transferable skills to include higher order as well as work-related skills

Learning Outcomes

1. Abilities to organise and present reasoned conclusions after evaluation of available evidence

Implementation



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2. Evidence of transferable skills in the area of: Skill Implemented:

Communication In each assignment

Application of number Research Methods Skills module

ICTs Introduction to Business Computing and Business Application Packages

Working with others Group assignments in Public Services Information Management and Communication in Sector Organisations

Improving own learning and performance Reflective practitioner

Problem solving Assignments associated with the Research Methods and Statistics and Quality Management and Customer Care in the Public Sector

(e) a foundation for further studies in the field of public administration

Learning Outcomes

1. Familiarity with social scientific models and modes of reasoning, as evidenced particularly in public administration and studies of organisational functioning

Implementation


2. Enhanced abilities in ‘learning how to learn’ in the context of the demands

of higher education

Implementation

Progression in module content from Year I to Year II calls for more independence in assignments

Reflective practitioner skills (See section (c) 3)

‘Transfer of good practice’ in small group sessions


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2. Market for Business Graduates

The overview of the Business page3 of HESA’s “What do Graduates do 2002” states:

‘Graduates with business and administrative degrees continue to enjoy good employment prospects. Their rate of employment measured six months after graduation is markedly higher than the average (81.1% for accountancy degrees and 77.5% for business and management studies compared with 68.4% for all first degrees). Although graduates from these disciplines undertake a wide range of occupations, there are distinct preferences with, for example, 23.8% of business and management studies graduates entering commercial, industrial and public sector management occupations…’

The CertPSIM students are already in employment. Many of the existing cohorts have gained promotion or significantly increased their responsibilities since the start of the course.

3. External Examiner Feedback

The following is quoted verbatim from the 2002 report4 of Professor Gerald Vinten.

3.1. Overall Standards and Processes

Standards are certainly comparable to those elsewhere. There is considerable talent within this close- knit subject area, and it is amazing the range of diverse topics they can cover competently and with panache. There has never been any problem obtaining information needed. Administrative procedures have been well executed and examination boards conducted equitably.

3.2. Assessment

Assessment is carefully thought out, with pleasing periodic experimentation, with reflection thereafter and modification as appropriate. Marking is fair and consistent and conforms to College and Programme Regulations. Students are provided with full feedback and their needs are well served.

3.3. Additional Comments

Apart from a brief visit in September, partly to assist in the hand-over to my successor, Prof Paul Palmer, this ends my external examining period with the College. I view this with some sadness, since it has been a pleasure to be associated with such a grand group of individuals. I have been privileged to observe the course from its early inception, when it was fly by wires sometimes, to the present when there is a coherent set of offerings and a course and staff well bedded down. The highly satisfactory quality score exemplified this, and it was well deserved. From being at the margins, this course is undoubtedly mainstream now, and it is something of which the College will have every reason to feel proud of. I am sure all will continue to go from strength to strength, and I will miss the walk up

3 Accessed 19 Nov 2002 at http://www.prospects.ac.uk/student/cidd/wdgd/articles02/ed_business.htm4 Included in Annual Monitoring report at http://cmg.wkac.ac.uk/Document/AMR2002Business.PDF


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http://www.prospects.ac.uk/student/cidd/wdgd/articles02/ed_business.htm

though the cemetery and the warm and hospitable welcome always offered.No specific comments were made with reference to the CertPSIM students, but all the course materials were available for inspection at the time of the visit of the External Examiners.

B. EVALUATION OF PROVISION

1. Learning Outcomes

The new programmes will carry forward the objectives and learning outcomes of the predecessor programmes, which state – upon the completion of their studies, students will have developed:

1. comprehension of the nature of concepts, models and theories in the business and social sciences, deriving as they do from multiple and occasionally competing paradigms, and of the ways in which they may be compared and evaluated;

2. a facility to apply such theoretical approaches to a range of practical problems likely to be encountered in the functional areas of business, and to engage in a critical reflection of their own performance in work settings;

3. the ability to deploy effective means of communication at the interpersonal, cultural, organizational and technical level, particularly in the context of increasing globalisation.

Students studying business at other than subsidiary level, will further develop:

4. skills in deploying a range of Information and Communication Technologies (ICT) effectively to aid them in their professional and organizational lives;

5. the analytical research skills, both quantitative and non-quantitative, needed to conduct investigations using appropriate methods.

Additional Objectives are set for the individual programmes:

1.1. Business Management Single Honours BA (BMSH)The learning outcomes for this programme are directly covered by the QAA Benchmark, and is the Group believes that these outcomes are delivered. Students will acquire an understanding of each of the four organizing principles of the degree (Business Functions; Communications; Information and Communication Technologies; Business Research Methods), and be able to integrate this knowledge and apply it in practice.

1.2. Business Management in BA Combined Honours Programme (BMCH)

Subsidiary Students will develop knowledge and skills in the functional areas of business, the strategic and organizational dynamics of the enterprise, and the social and economic contexts in which it operates.

In addition, Joint Students will acquire skills in quantitative and qualitative research skills, enabling them to undertake investigations (including a Final Year Project) in a business area.

In addition, Main Students will obtain deeper and more extensive knowledge of the deployment of some of the following: analytical tools used within Business (including IT); human resources within organizations; and the wider application of business models in Public Sector and international fields.


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1.3. Business and Management BA (top-up from HND, known as BAMBA)

With a view to attaining the same standards as BMSH graduates, students will develop and enhance:

a) the skills required for theoretical and strategic synthesis of business activities, building upon a foundation of knowledge of business functions and activities acquired through previous study and/or work experience.

b) analytical and research skills, equipping them with the ability to undertake research into business problems.

1.4. Objectives of Specialist Programmes

Six variants of the Business Management programme have been defined to permit students to pursue a greater level of specialization than has previously been supported. They are not separate, specialist degrees, but vary the standard Business Management programme by including three or more specialist mandatory modules at levels 2 and 3, plus a final year project in the chosen area. This results in approximately 45% of the marks contributing to degree classification coming from that area.

The specialisms proposed are those in which previous students have obtained employment, as well as those with documented demand in the marketplace, and those considered to be of strategic importance in developing Business education at King Alfred’s. They are:

1.5. Business Management with e-Commerce This is derived from a successful combination of optional modules, strengthened to meet the need for Business graduates with an understanding of how to deploy technology for marketing and trading online.

1.6. Business Management with Finance & Economics

The vocational aim of this degree is to build the knowledge and skills needed by modern financial managers – working in firms which buy and sell products internationally – and certainly within the EU. It should be useful to students wishing to move on to post-graduate study in accounting, finance, financial services, investment and economics.

This programme provides the opportunity to study economic methods and theory applied to the environment in which business operates. It enables the understanding of international trade and the growth of multinational corporations.

The design of this degree reflects the increasing importance of the financial sector in modern interdependent economies.

1.7. Business Management with HRM

The Chartered Institute of Personnel and Development (CIPD) report a strong growth of interest in obtaining professional qualifications in Human Resource Management. This pathway will support students in building deeper knowledge and understanding in HRM, improving their marketability in HR positions.

1.8. Business Management with Information Technology

The existing programme – Business Management with Business Communications (BMBC) – had a strong focus on the use of IT in Business, but treated IT mainly as a tool rather than as an area for academic study. The growing market focus on software engineering increases the need for business analysts with a good intellectual grasp of both Business and IT, and this pathway will equip students for such opportunities.


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1.9. Business Management with Marketing This is derived from a successful combination of optional modules, strengthened to meet the need for Business graduates with a deeper understanding of Marketing. The Group has run a successful programme for the Chartered Institute of Marketing, and wishes to meet this indicated demand for Marketing specialists within its range of degree programmes.

1.10. Business Management with Public Service ManagementMany of the largest employers in the Winchester area are in the Public Sector, and government is raising the priority of improving public services. However, the existing Public Service Management programme (PSM) has not recruited well (7 in 2001, 5 in 2002), possibly reflecting a public perception of these services as thankless and underpaid. At the same time, our Business graduates have obtained public sector employment, indicating that there is a need for coverage of PSM topics. By reducing the focus on PSM to make it a variant of the Business Management programme, we can provide a solid foundation for students wishing to make a career in the public sector, without requiring a commitment before they even enter the College.

1.11. Sub-degree programmesThe Group has been successful in widening access to its programmes by accepting students to DipHE programmes with poorer A-levels than are required for standard entry to three-year degrees. This is to continue. DipHE students will follow the same Business Management programmes at levels 1 and 2 as single or combined honours students, and at the end of level 2 can leave with a diploma or seek entry to L3 (as most do). There will be no specialist DipHE pathways, but DipHE students can select level 2 options that qualify them for entry to the final year of a specialist programme.

1.12. Foundation DegreesAn opportunity for widening access that has not so far been taken is the Foundation Degree in Management, which offers an alternative to the DipHE in line with recent Government thinking. The group has designed and is currently offering a Foundation Degree to exploit the new site in Chute House, Basingstoke, and is seeking to forge links with industries in the locality.

1.13. Processes to communicate intended learning outcomesThe module handbook, designed and issued by each module tutor, is the principal mechanism by means of which staff and students share a full understanding of the aims and learning outcomes of the programme. Typically, the Module Description Sheet approved at the time of validation is included in the module handbook so that students have a clear idea of the learning outcomes and the pattern of assessment associated with each module. However, it is important to stress that such formal material is complemented in at least two ways: The teaching programme for the academic year, which takes into account the comments

made by students and the refinements made by the relevant tutor after consideration of the Module Assessment form, completed by the last cohort of students undertaking the module.

The discussions that take place between tutor and students, particularly at the time students are working on the module assessments, which amplify the ways in which particular assignments assist in fulfilling the programme objectives.

Definitive documents are made available to all students (and prospective students) through the Business Management Group web-site (http://www.wkac.ac.uk/bm/)


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http://www.wkac.ac.uk/bm/

2. Curriculum Design

As in the existing programme (Business Management with Business Communications), the curricula are designed around six “strands” which are developed throughout the programmes. Three relate to specific business functions (Organizational Behaviour, Finance and Economics, and Marketing), and three to skills and techniques needed by managers (Information Technology, Communication and Research Methods). Examples of business operations are used to integrate these strands into a coherent programme.

2.1. Business functionsAll degree programmes and their constituent modules focus on the major management functions – finance, strategic marketing, human resource management and organizational operations. Each function must be studied and developed to a high standard in order to provide a balanced and comprehensive business studies education. These core subjects provide the student with the overall contemporary business awareness necessary to fulfil management roles in both the public and private sectors. The knowledge gained in each of these functions is a foundation for other parts of the academic and professional programmes. Appendix I shows the relationship between modules and these business functions and skills.

Many modules are mandatory, to provide a well-determined progression of study, leading to ever-increasing sophistication and facility. Students expressed slight concern (2002 AMR), about the narrow choices provided in BMBC, and this is to be improved in the proposed programmes.

Project work helps integrate the study of the major business functions. Students are encouraged to integrate observation and analysis by crossing functional boundaries in a realistic holistic approach from the outset, and especially through L3 assignments and the final year project.

People

In current programmes, human resource issues are introduced at L2, without coverage at L1 except for the Social Psychology module in BMBC. This deficiency will be corrected by introducing modules in Organizational Behaviour and the Legal, Political & Social Environment for SH students. This allows a logical progression into L2 HRM Fundamentals and Business Law, and on to L3 options for students wishing to enter HRM.

Law is seen as a deficiency of the current programmes, and is to be added at revalidation. The Group has recruited an Organizational Behaviour lecturer qualified to cover legal topics.

Money

Finance and economics remain a theme running through the programmes, beginning with Applied Economics at L1 (and an introduction to accounting as one of the Techniques for Business Decisions). Management and Financial Accounting makes up a quarter of L2 studies, leading to a Financial Management module at L3.

Markets

Marketing is a central part of the current programmes, and will continue, starting with a L1 introduction, and Understanding Markets and e-Marketing at L2. Global Marketing continues at L3.


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Integration

People, Money and Markets are integrated through existing modules such as L2 Enterprise and L3 Strategic Management, and by co-ordination between Group members. For CHP students, integration will be achieved by modules that cover multiple business functions. L1 Behaviour in work and markets replaces Social Psychology, giving a more balanced introduction to behavioural factors in employees and markets. Business Environment is an integrated introduction to Economics and the social and regulatory influences on business.

2.2. Information TechnologyWhen BMBC was validated in 1998, a strong focus was placed on Computing. Since then, the IT knowledge of incoming students has improved, to the extent that we no longer believe there is a need for two computer-specific modules (BS1005 and BS1009) at L1. A single module, combining the key parts of the separate modules, was developed for Tourism students. This module (BS1022: Computer Applications for Business) has proved successful, and has been introduced to the Business field of CHP by interim validation. The new programmes will build on this module to illustrate typical functions of common business applications (word-processing, spreadsheets, and databases). Students are required to demonstrate clear report writing skills that apply the information technology and quantitative techniques absorbed.

L2 modules are designed to give a more theoretical appreciation of ICT by examining hardware platforms, networking, and software, including operating systems. Theory is placed in the context of likely business impact; for example, the implications of voice-data integration, and pervasive access to e-mail and the Internet. The existing module BS2011 covers this material, and includes an assignment in which students develop a web-site and reflect on the processes they used. A similar module is planned in the new programmes. Intelligent Systems and Development of Information Technology will continue as options in the new programmes, as will the e-Marketing module introduced in 2001.

L3 modules rigorously examine the use of information systems in business organizations (such as implementing e-commerce) and extend the analysis of human centred computing technologies. Information Systems for Business is recommended for most students, and an optional module in Human-Computer Interfaces is also being carried forward. A new L3 module on Managing e-Commerce and high-technology business is to be introduced to focus on the new management challenges of these activities.

2.3. CommunicationsCommunication is essential to successful management. This theme is woven though all the degree programmes, by emphasising the effective use of interpersonal skills, electronic media, and a range of written modes appropriate to particular audiences and purposes.

The current L1 Computer mediated communication module is to be broadened into an Introduction to Business Communications, providing a continuous strand with L2 Business Communication and Organization (enhanced from BS2009).

The international experience of the teaching team is quickly brought to first year problem-solving activities. Students learn that international communication may show distinctive national and international styles and that business sub-cultures are far from uniform, even within the UK. Subsequent modules encourage students to compare and contrast organizational cultural differences.

2.4. Research methods and data analysisL1 modules examine techniques for handling statistical business data, while L2 work introduces the analytical tools necessary for the design, execution and analysis of social and


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market research activities. The final year project verifies these skills in a small-scale but realistic investigation of a business-related problem.

For BAMBA students, a L2 bridging module is provided (Research Methods and Statistics) to ensure smooth entry to L3 and the FYP.

2.5. OrientationThe Thinking about Management module was included in the current BAMBA programme as a way to re-orient students with HNDs to the ways of thinking inculcated at L1 and L2 for students doing 3-year programmes. This module has developed into an integrative module that should be recommended to all single honours students.

The team feel that a comparable requirement for orientation to HE study exists at L1, and proposes an Orientation module to develop thinking, investigative and reasoning skills.

2.6. Work-Based Learning (WBL)The existing programmes include an optional work placement in the second semester of L2, for students who wish to develop experience in the workplace, offering the chance to develop more effective managerial skills. Academic support encourages students to take the stance of a “reflective practitioner” with the confidence to attempt new ideas in the workplace and subsequently to reflect on the process and results.

It was made clear to CHP and BMBC students that it is their responsibility to find a suitable work placement opportunity and that the College would prepare them for their search. Successful work-based learning took place at B&Q’s Eastleigh Head Office, Hampshire County Council’s (HCC) Policy unit, HCC’s Education Department, the local NHS Trust and Chartwell Peugeot dealership. Hampshire County Council’s Policy Unit offered further employment to the work placement student (B&Q would also have done so had a suitable position become available). B&Q, HCC and the Winchester & Eastleigh Healthcare NHS Trust will offer placements during 2002/3. The learning log assignment from WBL has been submitted to City and Guilds for an additional Personal Development Planning Award.

The current Work Placement Guide is included as Appendix 3. This shows the guidance given to students and employers, and incorporates understanding gained over four years of operation.

Changes in guidance for WBL means that fewer weeks of placement are now required for credit than was normal in 1998. In addition, many students are now in employment, and some could exploit this employment to achieve the learning outcomes of a variety of L2 modules.

It is therefore proposed that the WBL concept should be extended to allow a wider range of L2 modules to be studied in a placement mode. Normally, a student taking the option will study two modules in this mode, as at present. However, the rules of single honours pathways will not preclude the exceptional case where a student has a job that can be shown to achieve the learning outcomes of up to four L2 modules.

Such an expansion of WBL will assist in introducing a Foundation Degree in which many of the modules will be made available in this mode, at L1 as well as L2.

Curriculum Design issues specific to the CertPsim course

The 8 modules in the current course were organised in four themes specifically tailored to the needs of students as follows:

Government (Public Administration, Local Government)Communications/Information (Public Services Information Management,

Public Services Information Management)


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ITC (Business Computing, Business Application Packages)

Professional (Quality Management in the Public Sector,Research Methods and Statistics for the Public Sector)

2.7. Perceived weaknesses in the CurriculumThe existing degree programmes contain very little Law, and make it possible to complete the CHP Business field with little exposure to accounting. These areas have been strengthened in the forthcoming review. In addition, the treatment of Organizational Behaviour topics will be rolled out in a clear progression through the programmes.

The 2002 Opinion Survey showed some dissatisfaction with the module choices available to BMBC students. This may simply reflect the fact that the new e-Marketing module was over-subscribed, but the review of programmes will be conducted in a way that increases the range of optional modules available, without deviating from the need to ensure full coverage of Business disciplines.

2.8. Currency and InnovationThe Business Management with Business Communications (BMBC) programme began in 1998. This innovative programme encompasses developments in ICT, to build the skills and knowledge identified by regional business leaders. It introduced the option of a concentrated work placement.

The Business Field and BAMBA were both redesigned and revalidated in 1999, updating them to improve the focus on Marketing and Human Resource Management. The group has made use of the College interim validation policy to update module content and assessment.

The group makes extensive use of the VLE and World Wide Web to deliver course materials. L3 modules draw from current events for case studies in seminars, and students often debate and attempt to predict major business events as they unfold.

A summary of research and consultancy interests of the group is attached to the 2002 AMR. Three members of staff have been involved in two consultancy projects with the Theatre Royal and Winchester Tourism. This has led to a conference paper.

Paul Sheeran is writing his second book, and members of staff have been involved in delivering papers to conferences in the UK and Europe. Three members of the teaching team were continuing with their study at PhD level and one (Peter Crossley) gained his PhD, which enhanced the teaching provided in Financial Management, Research Methods and Statistics, Strategic Management and Global Marketing.

The impact of research and consultancy activities within the Business Management teaching group assisted in the delivery of a curriculum which was informed by current practice and in which practical examples of applications could be presented to the student body. The validated curricula were therefore refreshed and to some extent refocused by developing interests of the contributing staff. The Group has instituted as series of research seminars to share information among staff.

2.9. AssessmentThe Group applies the College’s Standard Marking Criteria, and takes advantage of the varied modes of assessment supported by the College’s Learning, Teaching and Assessment Strategy (January 2000). This strategy is being superseded by a new College Assessment


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Strategy, yet to be approved, but the Group intends to take advantage of the changes to ensure that assessment is appropriate.

Since many graduates will progress to seek membership of professional bodies, most of which use examinations, the Group seeks to ensure that students become experienced in a wide variety of examination technique. In this review, it was possible to reduce the default weight of examinations at L3 to 50% (currently 75%), as the nature of L3 assignments is that they require integrative thought, involving more effort than can be rewarded with a 25% weight.

Each module uses appropriate methods to reflect and measure the extent to which individual students have achieved the learning outcomes. Methods include examinations, essays, reports, projects (individual and group), presentations, class tests and practical work on computers. Elements of peer assessment have been explored in some areas, and may be extended in the new programmes where appropriate. Detailed criteria are published for all assessed activities, in addition to the guidance provided in lectures and seminars. Particular modules (e.g. Research Methods and Statistics) deploy very detailed marking schemes so that students are informed of the precise distribution of marks allocated to each question and part of a question. In addition, all assignments are accompanied by additional information, both in the Module Handbook and the Local Guidelines for Students as well as more informal discussion which explains to students the exact requirements for assessed material.

Programmes comply with the QAA benchmark guidance (5.4) for continuous assessment, including a range of assignments and examinations, to offer a balanced and challenging framework. Where appropriate, examinations are approached flexibly. They take a variety of forms, including viva voce, seen and unseen, open- and closed-book, timed presentations, and assessment using computers. This variety is felt to increase equality of opportunity for students whose first language is not English. Even so, it is felt that assessment needs can be achieved with fewer examinations, and the new programmes will slightly reduce the number as well as the weighting of examinations.

The development of reflective practice is encouraged by asking students to evaluate their learning processes, or to assess their contribution to group outcomes. Work placements are assessed with input from the host employer, and require reflection upon a range of human resource and organizational issues.

Feedback is seen as critical to effective learning and the group has taken steps to improve the speed and quality of feedback to students. The target of giving detailed feedback within three working weeks is generally met.

Final Year projects assess a range of cognitive abilities and skills developed during programmes, in particular, understanding of business models, practical application of research techniques and the ability to work at depth with minimal supervision, potentially across a range of disciplines. These skills are applied to addressing questions that can include specialist areas, and the success of students in achieving this focus has encouraged the Group to propose “Business Management with …” pathways to support and recognize this specialization.

Formative role of Assessment

In general, each module is assessed by one element which is assignment based and another is more formally assessed through an examination or presentation. Given staff student ratios of around 1:35, and the work-load for students, formative assignments usually take the form of classroom and small-group activities, which anticipate the shape and form of the material that is later to be subject to more formal assessment. Where possible, relevant feedback on assignments is provided in time to assist students preparing for examinations. Additionally,


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as students prepare their Final Year Projects, tutors assist them by commenting upon initial drafts of chapters as they are written.

Overseas Students

The proportion of overseas students in Business Management is higher than in many parts of the College, and enhances the learning experience of the whole cohort. In particular, the subject attracts many continuing Shoei students (Japanese). The College prohibition on the use of dictionaries in examinations (even when they are “open book”) does disadvantage these students. In response to concerns from the External Examiner in early 2001, the Group arranged additional support for students whose first language is not English, and the English Language Group has taken care to limit entry to students meeting the required standard in English. The success of this approach was recognized in the External Examiner’s 2002 report.

Even so, there is a clear disadvantage for students who have grown up with an orthography based on ideographs (Japanese, Korean, Chinese), who find it difficult to recognize whole words in the Latin alphabet. No allowance is made to compensate such students for the extra time taken in handling written English. As a result, students who perform well in spoken English activities can find it difficult to write down what they know in a time-constrained examination, and frequently under-perform their European and Middle-Eastern peers in this (mandatory) mode of assessment.

The Group will take advantage of any changes to the College Assessment Strategy to reduce the weight of examinations to the appropriate level for the subject.

3. Student Progression and Achievement

3.1. Student AchievementThe cohort graduating in 2002 includes two firsts in BMBC, three in the Business field of CHP, and one in BAMBA. The External Examiners confirm that our standards match national norms.

Average Module Marks (percentage) 1996-97 1997-98 1998-99 1999-00 01-02

Level 1 2 3 1 2 3 1 2 3 1 2 3 AllA (>=70) 8 14 13 5 8 7 6 5 5 6 7 4 7B (60-69) 24 38 32 27 40 35 28 27 36 19 28 30 38C (50-59) 29 22 29 46 38 45 39 41 46 36 43 41 38D (40-49) 26 15 16 12 8 10 16 20 8 18 16 12 8Late submission 4 0 2 0 0 1 2 0 1 3 0 1 5Resubmission 3 0 1 0 0 1 0 0 1 0 1 8Deferred 7 0 3 3 1 2 4 3 3 3 1 10Fail 6 10 6 7 5 2 8 4 2 17 5 3 0

Average omitting fails 55.9 59.7 58.8 57.1 59.4 58.3 57.3 56.2 58.4 55.9 56.9 57.4 59.1Overall average

mark49.1 54.3 54.0 52.6 56.5 56.6 52.1 53.4 55.9 45.4 53.8 50.6 54.9

3.2. Degree Results by Programme Figures include all students graduating in that year and are not cohort-based.

Business Management with Business CommunicationsGrade -> Year 1 2i 2ii 3 Pass Dip HE Cert HE Total

2001-02 2 11 12 1 1 27


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Business Field of Combined HonoursGrade -> 1 2i 2ii 3 Pass Dip HE Cert HE Total

AwardsPathway Year

2001-02 2 6 81999-00 5 12 1 2 2 22

Main 1998-99 7 3 1 111997-98 2 6 3 1 121996-97 1 4 5

Totals for Main Degrees 3 24 24 1 3 2 1 582001-02 3 2 5 1 1 121999-00 4 18 2 24

Joint 1998-99 1 9 14 1 251997-98 6 5 1 121996-97 5 4 5 14

Totals for Joint Degrees 9 25 47 1 0 1 4 87

Grade -> 1 2i 2ii 3 Pass Dip HE Cert HE Total Pathway Year

2001-02 4 5 1 101999-00 2 2 1 5

Subsidiary 1998-99 2 4 4 1 111997-98 1 7 1 1 101996-97 2 7 5 14

Totals for Subsid. degrees 4 14 23 7 2 0 0 50

BAMBA ResultsGrade -> 1 2i 2ii 3 Pass Dip HE Cert HE Total

Year2001-02 1 13 12 1 55 32

1999-2000 20 20 2 8 501998-99 3 19 16 1 10 491997-98 96 18 12 2 4 451996-97 4 22 12 11 49

Totals 17 92 71 6 37 0 0 225

Total Degree ResultsGrade -> 1 2i 2ii 3 Pass Dip HE Cert HE Total

AwardsYear

2001-02 6 32 40 2 5 2 2 891999-2000 31 52 4 10 2 2 1011998-99 6 35 37 6 11 0 1 961997-98 11 31 27 3 6 0 1 791996-97 12 37 22 0 11 0 0 82

Comparison with Overall College Results

The Module Result Summaries reported by the Registrar on 3 Sept 2002 show the following outcomes from the July Exam Board, across 482 modules taken by 99 Business students, of whom 92 passed, 1 failed and decision was deferred for 6.

5 BAMBA students who defer their FYP until the next academic year are initially credited with a pass degree.6 This unusually high rate of firsts was analysed for QAA in a paper enclosed in the BAMBA Programme box.


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Average MarksMean mark for all results Mean mark of pass results

Business 54.9 59.1College Overall 57.1 58.7

Module Result Summaries, % in each grade band, July 2002A B C D L X F

Business 7 38 38 8 5 1 0College Overall 6 37 38 9 1 1 1

3.3. Graduate AttainmentThe following table shows the first destination of students graduating in 2002.

Destination NumberEntered Study or Training 3Entered Work 29Not available for work or study 4Returned to/remained with previous employer 13Seeking employment or training 8Self employed 2Information not provided 28Grand Total 87

Further detail of student employment was collected in 2001 by a direct survey of students who had graduated more than a year earlier. This removes some of the stop-gap jobs from the figures, and gives a better indication of actual destination.

Alumnus Survey Jan 2001Graduating 1998 1999 Totals

Marketing, Sales, PR & Advertising Occupations 2 2 4Commercial, Industrial & Public Sector Managers 2 2Scientific Research, Analysis & Development OccupationsEngineering ProfessionalsHealth ProfessionalsTeaching Professionals 1 1Business & Financial Professionals 3 4 7Information Technology Professionals 1 1 2Nursing & Health Associate ProfessionalsBusiness & Financial Associate Professionals 1 1 2Media, Literary, Design & Sports Professionals 2 2Other Professional, Associate Professional & Technical OccupationsNumerical Clerks & Cashiers 1 1Other Clerical & Secretarial Occupations 1 1Retail Assistants, Catering, Waiting & Bar StaffHealth & Childcare Related OccupationsArmed Forces & Public Protection Service OccupationsOther Occupations 2 2Further Study 6 6Not Seeking Employment 1 1Unemployed

TOTALS 9 22 31

CertPSIM Progress data:


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Progress at June, 2003

Cohort 70+ 65-69 60-64 50-59 40-49 Continuing Withdrawn Totals

2001-2003 3 8 (7) 4* 15

2002-2004 2 7 9

2003-2005 12

Notes

1. Of the 11 graduating students, 3 gained Distinctions (average of 65+)

2. The drop-out patterns (dramatic in the case of 2002-224 cohort) was entirely due to combinations of medical/domestic/professional pressures

3. The 2003-2005 cohort contains one Continuing Education student

4. Quality of Learning Opportunities

All members of the teaching team continue to explore the rationale, methodology and content of their subject modules with respect to the aims and intended learning outcomes of the programme, observing the quality processes tuned for the QAA Subject Review and updated in light of enhancements to the College Learning and Teaching Strategy.

Student feedback is a key part of this quality process, through the contribution of representatives on the Programme Committee, informal feedback to tutors, and response to module evaluation and surveys. The decision to run a joint Programme Committee for each Subject area has improved the numbers attending, and allows a problem identified by one group of students to be amplified by others, making the problem more easily solved.

The group continues its principle that any student can approach any member of the team for help with resolving problems. They are advised to start with the module tutor for module-related concerns, but have no obligation to do so, and some concerns resolved in 2001-02 needed the intervention of other tutors.

The Group continues to get favourable feedback on the quality of its materials, which are published on the VLE, on the Business web-site at http://www.wkac.ac.uk/bm and on paper (students appreciate handouts for use in lectures, and this improves their engagement by reducing the volume of notes they need to write

Teaching methods include: Lectures – where lectures are given to large numbers of students, they are always

followed up with seminars to ensure student engagement. Computer workshops – used to give practical experience of statistical and IT techniques. Seminars, often involving case-study work. Group work, usually with a clear goal such as presentation to the class or to a tutor (this

is a common means of providing formative assessment). Field trips – examples include an annual visit to Guilbert (to see the integration of sales,

accounting, IT and an automated warehouse) and, the City of London, and occasional longer visits such as that to the EU in Brussels in 2001, and to Disneyland Paris in 2002.


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http://www.wkac.ac.uk/bm

Visiting lecturers bring external experience to classes, and have recently included a banker presenting to the Enterprise module on how business plans are assessed.

All assessment materials are moderated by another member of the Group, which assists in building up relationships by which tutors provide mutual support. Each module has a clear “owner,” which encourages a feeling of commitment to the success of the learning experience, but other members of the Group assist by delivering specialist lectures, and in double marking of presentations. This provides informal peer observation, enhancing each tutor’s experience of alternative teaching methods.

Assessments use a wide variety of approaches, chosen to be appropriate to the topic being studied. Thus students learning to build business cases have to produce a report of the kind common in evaluating proposals in large companies, and thereby reinforce their ability to integrate the use of a range of IT skills in a business context.

Student-managed learning is achieved by the use of computer-based exercises (which provide an external arbiter of the students’ success in achieving their learning goals), and by extensive group-work. For example, small groups of students take on the role of consultants looking at specific business processes, organizing their time and sharing workload. Tutors are always available to give advice, and often run short workshops to ensure progress, but responsibility remains with the students.

CertPsim programme- Guest Speakers

Guest speakers from Hampshire County Council and neighbouring authorities have been invited to give a presentation to students on some six occasions. In addition, the CertPSIM students have been invited on three occasions to participate in seminars organised by HIOWLA (Hampshire and Isle of Wight Local Authorities Association). These seminars have usually been organised in the vacation or inter semester periods to allow students which has facilitated student attendance. This pattern of activities has helped to reinforce the links made between theory and practice as well as informing students of recent developments in the speakers’ field of responsibility.

Recruitment and induction of students

Business Management staff contributed to six college-wide open days, in which potential students and their families have the opportunity to visit the College and to talk to staff. BMBC numbers entering in 2001 were slightly below their 2000 peak, but the entry has picked up in 2002.

BAMBA Students feed from a number of HE and FE providers. Basingstoke College of Technology’s Career Advisor brought a number of students to KAC, and these have now joined the course. In response to feedback, the College and Subject web-sites now clearly indicate that the programme is a “top-up.”

There were some concerns that students were not retaining information provided during Induction, so the Group has changed its approach to feed information progressively through the first semester. In 2002, several induction sessions made use of Business games to secure student engagement, and to encourage them to think more deeply about the processes used


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in learning and problem-solving. The Group publishes a set of Guidelines to students, which are included in the validation pack, and are also available on the Business web-site.

Recruitment has been handled almost exclusively by Shirley Thorne at Hampshire County Council. One difficulty, unforeseen at the time of the original proposal, was the fact that under a system of highly decentralised budgeting , many individual managers were called upon to take a decision to release and to fund staff. The pressure upon training budgets to undertake essential work-related training courses was such that the release of funds both to release students upon the course and to ‘backfill’ their roles whilst they were absent from their duties impacted adversely upon enrolment patterns. This has recently by alleviated by a subvention of funds from a central government funded e-government initiative.

Physical Resources

The Business collection in the library has been growing to meet the requirements of students (though there is no attempt to provide a copy of every module text for each student). In addition, FWB 207 is used as a Resource Room, and contains recent issues of the Financial Times, The Economist, and a range of other business magazines and journals. The resource room is also used by students for informal meetings, and has a computer to facilitate searches on the Internet to enhance productivity of these meetings.

Growth of numbers means that the availability of suitable computer rooms can be a problem, but we have always been able to find adequate capacity for all classes where computers are required. In addition, the growth of College IT provision means that students rarely experience problems in finding facilities.

Human Resources

The Group continues to have an unfavourable student:staff ratio, which places a strain on staff. Some respite has been obtained by the use of part-time staff, and the appointment of a full-time administrator-technician for Tourism and Leisure has improved support, especially in use of the VLE.

Recent staff appointments have been of experienced lecturers, and mentoring has proved successful in ensuring that they can obtain the necessary information on how King Alfred’s operates. Under normal circumstances (i.e. when no revalidation is imminent), the Group meets every two weeks to share information, as well as making frequent use of e-mail to encourage collaboration.

Several modules are taught by members of other groups (including Psychology and Social Care), and Business staff also teach on other programmes (including the College Enterprise module). This broadens experience of different cultures within the College.

Several members of the Group are active in Learning and Teaching research – see http://www.aoxf16.dsl.pipex.com/Document/bm_cons22.htm for a summary of Research, Consultancy and Conference activity.

4.1. Application of College Policies

Ethnicity

The College’s ethnicity equality policy relates to the equal opportunities policy which commits the college to promoting equality, diversity and an inclusive and supportive environment for students and staff as part of a quality learning environment. In particular


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the College wishes to promote good race relations, prevent unlawful discrimination and avoid institutionalized racism.

The curricula proposed for the new Business Management programmes maintain the existing goal to promote the idea of a global business market place, which meshes well with the ethnicity equality policy. Business managers understand that conducting successful international business relies on an open and mutually respectful platform on which to conduct dialogue and negotiation. The goal is always to achieve a win-win scenario for both seller and buyer. If participants leave the table disgruntled, feeling like a loser in the deal, they may hesitate to do similar business again. Wise business people seek long term relationships. It is crucial to build trust. Next season’s deals can then be done on a phone-call and a confirmation fax.

International commerce has always been a powerful force towards world peace and understanding. Business abhors instability and war which increase risks and work against profitable enterprise. Even in public service organisations, efficient management means getting the best value out of taxpayers’ funding, and this can be best achieved through harmonious working relationships in the multi-racial work groups found everywhere in Britain today.

All Business Management Group tutors strongly reinforce this theme throughout the various programme subject modules. E-commerce, communication with computers, finance, economics, marketing, human resources and personnel law proselytise the need for inter-cultural tolerance and respect as a pre-cursor to successful business management.

Disability Discrimination Policy

The Business Group has extensive experience in supporting students with disabilities. The approach is focussed on collaborating with Student Services in establishing the nature of the disability in each case and to work with the student and Student Services in providing a support environment that meets the student’s needs and is viable.

5. Maintenance and Enhancement of Standards and Quality

The Business Management Group is committed to monitoring and enhancing quality using a wide range of processes and feedback. The success of these was recognized in the QAA Subject Review in 2001 (22/24), and are maintained (inter alia) by the following activities, which are detailed in the Annual Monitoring Report: External Examiner scrutiny, visits and reports. Subject Examination Boards Programme Committee meetings, involving student representatives and the entire

teaching staff. End-of-module evaluation by students, reported in a tutor reflection on each module. Mid-semester reviews – informal discussions with classes to get warning of problems or

deficiencies while there is time to address them. Group meetings to transfer experience and deal with common concerns. Central monitoring of student attendance by the Subject Administrator, to reduce the risk

of students’ falling behind for avoidable reasons. Informal mentoring within the academic staff of the group.

In addition, the Subject Examination Board is presented with statistical summaries of student performance in each module, and takes account of any anomalies. These do not necessarily identify problems (for example, the possibility of achieving a perfect solution to


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a Computing problem can lead to a very high standard deviation if the test set is successful in discriminating across a range of abilities), but are evaluated in any case. With the consent of the External Examiner, module marks have very occasionally been moderated up or down en bloc.

5.1. Quantitative Data on Student AchievementSee 3. Student Progression and Achievement on page 69 for a summary of results over the past five years. More detailed results for 2001-02 provided by Registry were attached to the 2002 Annual Monitoring Report.

5.2. Quality Management ProcessThere are four levels in the quality management process: Module; Programme, School and College. In addition, the Group meets to share best practices. Figure 1 shows the interrelation of the main elements in the process.

The Social Sciences School Committee has active participation of all heads of subject, which allows best practice to be shared across the School.

The Joint Programme Committee covers all degree programmes in the Business and Management area as defined by the QAA, and will therefore apply to all the BA degree programmes being validated in 2003. It is made up of all academic staff who teach on these programmes, and one or more student representatives from each year of each programme. It may become difficult to secure complete representation when the second and third year single-honours programmes are split over seven degrees instead of two, but the overlap between the programmes on shared modules should guarantee that there is a student representative present with experience on every module offered.

Figure 1 – Quality management information flows


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Academic Standards Committee

Academic Board

School Quality Committee School Committee

Subject Programme CommitteeBusiness Management Group

External Examiners

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