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BA (Hons) Management and Leadership Practice

 

Faculty of Business, Law and Tourism

 

Sunderland Business School

 

PROGRAMME SPECIFICATION

 

 


BA (HONS) MANAGEMENT & LEADERSHIP PRACTICE PROGRAMME SPECIFICATION

 

CORE INFORMATION

Programme Name: Management & Leadership Practice

Award Title: BA (Hons)

Is this part of group of linked programmes (e.g. a version with/without a placement year, a group of programmes with a common first year etc.) between which students can transfer at agreed points?: NO

Does the programme have a Foundation Year (level 3) associated with it so that students enter for a four-year programme and progress directly from the Foundation Year to Stage 1 without having to re-apply? NO

Is the Programme a Top-Up only? No

Level of award: 6

Awarding body: University of Sunderland

Which department is it in? Business

Programme Studies Board: Undergraduate Business and Management

Programme Leader: Ian Slaughter

How and where can I study the programme?

At Sunderland and London: Part-time on campus and WBL

How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

 

 

Part-time

3yrs 3 months

9yrs 9 months

Distance learning

 

 

Work-based learning

 

3yrs 3 months

 

9yrs 9 months

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the college.

 

 

FURTHER CORE INFORMATION 

Learning and teaching strategy.

Our aim is to ensure the approach to teaching and learning on the CMDA Programme is ‘engaging’ for students. This means that the learning journey is taken beyond consultation or participation and is instead, a rich and active partnership where students work alongside staff, other students and their organisations as partners. Our philosophy is to ensure Sunderland Business School provides an environment within which students, staff and organisations engage in ongoing narrative that aims to bring about demonstrable enhancement of the educational experience student learning journey, student knowledge and skills. This requires that we continuously improve our learning environment based on personal engagement with students, collaboration between students, academic staff and organisations. It is where students are seen as an active part of the system because they are ‘experts in their student experience. It is an explicit intention to ensure students are encouraged, inspired and motivated by their learning and they see the relevance of what they have learned so they are able to better apply that in the module assessment process, across the programme holistically, and importantly within their organisations. The philosophy adopts what is classed as a 'Learning Centred Paradigm' i.e. it situates learners at the centre of their learning journey. It empowers and motivates students, creates engagement, enhances satisfaction and supports student achievement and ultimately effective performance in the workplace. Importantly it considers students as partners in the learning journey. Partnership is framed as ‘a process of student engagement, understood as staff, students’ and employers learning and working together to foster engaged student learning and engaging learning and teaching enhancement. It demands all participants are actively engaged in and stand to gain from the process of learning and working together’ (HEA, 2014 p.10). The approach is positively linked with learning gain and achievement, is sophisticated in its approach and offers a more authentic relationship between students, academic staff and employers, with the explicit intention of delivering a genuinely transformative learning experience for all (HEA, 2014: Cook-Sather, Bovill and Felten, 2014).

 

Our philosophy will do the following:

  1. Transition and induct students so they are ready for their learning journey
  2. Enable students to develop their personal and professional capital – this kind of capital derives from a sense of belonging and from active relationships with others.
  3. Support the development of academic skills and understanding of the learning process ‘how to learn’
  4. Allow students to make sense of their learning through assimilating and integrating the information they have received (across the module and programme and how this manifests itself in the workplace)
  5. Stimulate critical thinking amongst students to enhance their professional capability in the workplace
  6. Give the students opportunities to express themselves and develop their academic and professional voice
  7. Create an environment where the student, academic and organisation create a more cohesive relationship (trust)
  8. Enable opportunities for  developmental feedback and feed-forward to enhance learning, personal and professional development
  9. Encourage the cognitive and affective development of the students
  10. Create greater clarity, integration and alignment between the knowledge transfer (lecture),  the workshop/seminar activities, the independent learning students need to engage with and the assignment (constructive alignment)  this usually leads to much greater engagement with independent learning as the student sees it as an important element of their learning
  11. To develop the students professional identity as a manager (personal distinctiveness) and attune that to impact positively in their organisations

 

Retention strategy

The Learning Teaching and Assessment Strategy recognises the University’s strong and continuing commitment to access and equality of opportunity and in light of the University’s success in widening participation, the Business and Management team are concerned to ensure that all learners are retained through receiving appropriate support and guidance throughout the duration of their study and beyond. Student support however, is also a principal motivation in the design of the induction programme and as such, all stages of the programme will begin with a one day induction to prepare and transition students ready for their learning journey. At Level 4 the induction will focus on academic practice, readiness to learn and social cohesion. Level 5 will focus on developing critical thinking skills, research and will provide an introduction to the work based project. Level 6 induction will focus on organisational research and provide a comprehensive introduction to the professional project and the range of available mechanisms to support students will be kept under review once the programme is operational. See also details outlined in Student Support.

 

TEACHING AND LEARNING

What is the programme about?

The programme has been developed in partnership with the Chartered Management Institute (CMI) to support development and enhancement of effective management and leadership skills to sustain and elevate the performance of organisations. As a Chartered Manager Degree Apprenticeship, it provides an opportunity for current or aspiring managers to earn whilst learning and develop their management and leadership skills within the workplace. It offers a blend of work-based learning with business education and provides apprentices with a degree qualification and professional recognition.

 

What will I know or be able to do at each Stage of the programme?

By the end of each Stage of the programme, successful students should know, understand or be able to do the following:

 

Learning Outcomes Stage 1 – Skills  

S1 Display the ability to motivate, communicate, work in teams from a range of cultural backgrounds and as an individual in a range of scenarios.

S2 Explain and apply a range of problem solving practices and techniques for making business related decisions.

S3 Display and demonstrate self-awareness as future managers and leaders by building relationships with a diverse range of people.

 

Learning Outcomes Stage 1 – Knowledge

K1 A basic knowledge and understanding of the major theories, practices and concepts in the functional areas of finance, marketing, organisational behaviour, human resource management and business management.

K2  Identify and describe the ethical, legal, social, and economic environments of business, from a domestic and international perspective.

K3 A basic level of knowledge and understanding of the inter and intra personal skills, attitudes and behaviours that create an effective management and leadership professional

 

Learning Outcomes Stage 2 – Skills

S4Construct and evaluate information to generate ideas and make decisions for a range of scenarios within an organisational context.

S5 Analyse and apply a range of approaches which enable ethical, sustainable and responsible business practice within an organisational context.

S6 Construct and critically evaluate a range of business data, sources of information and appropriate methodologies, including the use and application of digital platforms within an organisational context.

S7 Develop and organize self and others to achieve a range of activities, tasks and objectives which includes awareness for business and personal success. 

 

Learning Outcomes Stage 2 – Knowledge

K4 An analytical understanding of a wide range of theories and conceptual frameworks in relation to Management and Organizational Excellence; Entrepreneurship, Innovation and Creativity; Ethical, Responsible and Sustainable Business and Digital Marketing.

K5A detailed and critical understanding of the issues and problems appropriate to Business and Management in order to debate and interpret how management procedures and processes allow for effective decision-making against different objectives in businesses that support service excellence, innovation and/or stakeholder relationships.

K6 A developed knowledge and understanding of the importance of continued personal and professional development for effective management and leadership within organizations.

 

Learning Outcomes Stage 3 – Skills

S8 Build a range of routines for self-analysis and an awareness/sensitivity to diversity in terms of people and cultures within an organizational context.

S9 Evaluate and construct an appropriate approach to planning, implementing and evaluating organisational change within an organizational context.

S10 Innovate, conceptualise, synthesis and evaluate a range of ideas and solutions for contemporary business and management scenarios within an organizational context.

S11 Communicate and present recommendations for organizational improvement using a range of approaches.

Learning Outcomes Stage 3 – Knowledge

K7 Critically evaluate and synthesise ideas, concepts and practices in relation to Leading in a Dynamic Organizational Context; Managing and Leading Organizational Change and Strategic Management.

K8 Evaluate and assess the ethical obligations and responsibilities of business for the purpose of responsible and sustainable management giving due regard to and the environments in which they function.

K9  Interpret, analyse, evaluate and propose options that contribute to business policies and strategies and innovation in business

K10 Critically debate the impact of the external environment (domestic and international), including economic, ethical, legal, political, sociological and technological influences

K11 Critically debate, evaluate and reflect on the inter and intra personal skills, attitudes and behaviours that create an effective management and leadership professional.

 

Learning Outcomes – Ordinary degree

If you are awarded an Ordinary degree you will have achieved the majority of the learning outcomes for the programme studied. However you will have gained fewer credits at Stage 3 than students awarded an Honours degree, your knowledge will typically be less broad and you will typically be less proficient in higher-level skills such as independent learning.

 

What will the programme consist of?

Each undergraduate programme consists of a number of Stages from a minimum of 1 to a maximum of 4, each of which is equivalent to a year’s full-time study. The summary below describes briefly what is contained in each Stage. The programme has three stages, each stage begins with a comprehensive induction and a range of core compulsory modules.  The programme structure including a detailed list of modules can be found in the programme regulations.

 

Stage 1 of the programme consists of a compulsory induction and six 20-credit core modules which aim to provide a basic understanding of the main functions of an organisation and the key underpinning principles related to personal and professional development for effective managers and leaders. 

 

 

Stage 2 of the programme consists of a compulsory induction, four 20-credit core modules and one 40-credit core work based project. The modules provide a framework for developing knowledge and skills in relation to operationalizing management and leadership within an organizational context. The work based project supports organizational research with the explicit intention of enhancing organizational performance.

 

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Stage 3 of the programme consists of a compulsory induction, three 20-credit core modules and one 60-credit core Professional Project. The modules provide a framework for developing knowledge and skills in relation to strategic management and leadership within an organizational context. The Professional Project will engage the learner developing an organizationally aligned project with the explicit intention of enhancing organizational performance. It will also involve reflection on the personal and professional development of the learner as a manager and leader in their organizational context. 

How will I be taught?

The programme employs a work-based learning approach in which learning is applied to, and occurs in, the learners’ employing organization. The learners’ intellectual and personal skills development is work-related and learning and assessment (where appropriate) is related to that organization. It is also designed to develop the learners’ capacity and confidence as an independent learner. It will, therefore, involve a substantial amount of directed and independent learning based around the module-specific self-supported learning materials. Independent study will involve reading beyond the provided learning materials, reflection, and gathering relevant personal and organizational data. The programme is intended to develop the learners’ ability to understand the nature of the module specific content in relation to contemporary management issues and their implications for improved management and leadership practice, alongside developing their capacity and confidence as learners. Through the lectures, workshops, supported learning materials and wider reading, learners will be introduced to academic concepts enabling them to apply theory to their own personal and organizational ‘real life’ practice. The module will include reference to current research activity related to the subject and, where appropriate, to that specifically carried out by staff of Sunderland Business School. Through the learning and assessment strategy, learners will be encouraged to develop their knowledge and skills and apply this to their role as practising/aspiring managers/leaders, in order to think critically about their personal and organizational practice. Directed and independent learning will be structured by the module tutor, through the Teaching and Learning Plan. The directed learning includes a range of additional activities or questions for consideration. Independent learning is learning which the learner identifies by pursuing areas of interest or by providing deeper or broader knowledge of the subject area, through a range of learning activities that might include reading, reflection, research etc. Learners will be introduced to academic theory, models and concepts during lectures and workshops. These lectures and workshops will also be used to encourage the learner to contextualise their learning and enable them to apply theory to their own personal and organizational practice. These will include lectures, discussions, video presentations and student presentations of cases including analysis of their own organization. The consistent application of theory in context will encourage learners to apply their learning throughout the module and to critically reflect on their own assumptions, conceptualisations and strategic formulation approach in use in their organizations. Learning and personal and professional development, will be supported with ‘tripartite coaching meetings’ – these will help shape the module assessment, encourage reflection, monitor learner development and both support and challenge contextualisation of learning in practice. The programme makes consistent use of the university eLearning Portal in its provision of resources and guidance as well as extensive use of collaborative tools. The eLearning Portal will be used to encourage individual and group contributions to critical debate on key topics and issues. Materials, questionnaires and discussion group work will be available on the eLearning Portal to support and engage the learners.             

 

A list of the modules in each Stage of the programme can be found in the Programme Regulations.

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

How will I be assessed and given feedback? 

  • Coursework
  • Reports
  • Practical Assessments
  • Work-based projects

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

 

This programme uses the Subject Specific Assessment Criteria

 

NO

 

The University regulations can be found here.

 

There is a strong emphasis on individual assessment, in order to avoid placing a requirement for learners to work collaboratively when they cannot easily meet outside of the days they attend university. The majority of assessment is coursework assignments all of which have a work based focus. There will be a varied assessment pattern; this includes essays, business reports, production of proposals, development portfolios, presentations, critical reflective reports and organizational case analysis. Formative assessment will be used throughout and takes a wide variety of forms e.g. interaction in class; peer feedback; workshop activity with feedback; formative presentations; action learning set tasks, online discussion boards, peer coaching with feedback. The output for the work based project at level five and the professional project at level six must be agreed between the learner, the employer and the academic coach/ supervisor.  This allows organizations to align the assessed learning undertaken by the learner and maximise the utility to their organization. The focus of these work based projects becomes more complex as the learner progresses. At Level 4, the focus will be on the underpinning functions and principles that support organizations to exist and operate. The assessments will focus on ‘understanding the context’ they will also consider the scope of the learner within their current role and context. Level 5 assessments will examine the wider organizational context, and how functions, policies, processes influence organizational practice and behaviour. They will also consider the influence that managers and leaders have on organizational performance.   The assessments will focus on ‘analysis and evaluation’ of the context’. The assessments and the Level 6 professional project will focus on the internal strategic elements and also the influence of the external environment on organizations. The assessments will focus on ‘shaping’ organizational practice and behaviour. The assessments at this stage will also require critical self reflection of the learner as a future manager and leader in the organization – this will be in order to contribute to the end point assessment for the Degree Apprenticeship and Chartered Manager Institute requirements.

 

Teaching, learning and assessment matrix : overleaf

 

How does research influence the programme? 

The programme is designed to be research-led, research-oriented, research-tutored and research-based. Fundamental to the programme is that research is made meaningful to students so they understand the personal, professional, intellectual and importantly, the practical relevance of research.


Matrix of modes of teaching, learning and assessment

 

 

STAGE 1

Module

Code

Core/Option

Modes of T&L

Modes of Assessment

(% Weighting)

LO S1

LO S2

LO S3

LO K1

LO K2

LO K3

Personal & Professional Development

CMD101

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Portfolio (40) Essay (60)

 

 

T D A

 

 

T D A

Managing & Leading People

CMD102

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Work-based Report & Poster (100)

T D A

T D A

T D A

T D A

 

T D A

Managing Business Operations & Services

CMD103

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Case Study (100)

 

T D A

 

T D A

T D A

 

HRM & Talent Development

CMD104

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Report (50) Training Plan (50)

T D A

T D A

T D A

T D A

T D A

 

Accounting & Finance

CMD105

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Case Study (100)

 

T D A

 

T D A

T D A

 

Marketing Management

CMD106

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Report (100)

 

T D A

 

T D A

T D A

 

 

 

STAGE 2

Module

Code

Core/Option

Modes of T&L

Modes of Assessment

(% Weighting)

LO S4

LO S5

LO S6

LO S7

LO K4

LO K5

LO K6

Management & Organizational Excellence

CMD201

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Case Study (100)

T D A

T D A

T D A

 

T D A

T D A

 

Managing Entrepreneurship, Innovation & Creativity

CMD202

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Report (100)

T D A

 

T D A

 

T D A

T D A

 

Ethical Responsible Business

CMD203

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Organizational Analysis Report (100)

T D A

T D A

T D A

T D A

T D A

T D A

T D A

Digital Business

CMD206

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Report (100)

T D A

T D A

T D A

 

T D A

T D A

 

Work Based Project

CMD205

C

Workshop; Coaching; Action Learning Sets; Work-based Learning; Independent and Directed Study and Research; VLE

Project Report (60) Professional Development Portfolio (40)

T D A

T D A

T D A

T D A

T D A

T D A

T D A

 

 

STAGE 3

Module

Code

Core /Option

Modes of T&L

Modes of Assessment

(% Weighting)

LO S8

LO S9

LO S10

LO S11

LO K7

LO K8

LO K9

LO10

LO11

Learning the Dynamic Organization

CMD301

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Case Analysis (60); Critical Incident Journal (40)

T D A

T D A

T D A

T D A

T D A

T D A

T D A

T D A

 

Managing & Leading Organizational Change

CMD302

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Case Study (100)

T D A

T D A

T D A

T D A

T D A

T D A

T D A

 

 

Strategic Management

CMD303

C

Lecture; Workshop; Coaching; Work-based Learning; Independent and Directed Study; VLE

Coursework (100)

 

T D A

T D A

T D A

T D A

T D A

T D A

T D A

 

Professional Project

CMD304

C

Workshop; Coaching; Action Learning Sets; Work-based Learning; Independent and Directed Study and Research; VLE

Investigative Study (80); Viva (20)

T D A

T D A

T D A

T D A

T D A

T D A

T D A

T D A

T D A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Research-led: the curriculum emphasises the teaching of the subject content from an academically robust stance i.e. students learn about the latest research in the subject field where the emphasis is on understanding research findings, rather than the research process, and research is presented as information content. Academic depth and rigour is achieved through ensuring the design incorporates current research literature in the field of study. It includes embedding current research both faculty and beyond. Students will be engaged in locating, collecting, referencing, critiquing, applying evidence, challenging assumptions, questioning and interpreting contemporary research articles, conference papers and case studies. Research active Faculty will also deliver guest speaker sessions at each stage of the programme (see table below for specific modules which will incorporate Faculty research). 

 

Stage

Module

1

CMD101 – Personal and Professional Development

1

CMD102 – Managing and Leading People

2

CMD202 – Managing Entrepreneurship, Innovation and Creativity

2

CMD203 – Ethical Responsible Business

3

CMD301 – Leading the Dynamic Organisation

 

Research-oriented:  the curriculum emphasises the process of knowledge construction in the subject. In research-oriented mode, students learn about the research process by which knowledge is produced. This will be embedded through: the teaching of research methods (introduction at stage 2 induction and enhanced research skills at stage 3 induction (see table below for specific elements of taught research).

 

Stage

Taught Research

2

Success Factors – Understanding Research

  • Introduction to research:  what, why and who
  • Approaches to research: dimensions, issues and terminology
  • Introduction to Quantitative - Research
  • Introduction to Qualitative – Research
  • Introduction to research activity

3

Success Factors – Extended Research

  • Critically understand the assumptions underlying business and management research
  • Conducting and communicating research in business and management
  • Current debates and issues in business and management research
  • Developing research questions, proposal writing and literature review
  • Methodological approaches to research
  • Data collection and analysis
  • Ethics in business and management research

 

Research-tutored: The programme and curriculum emphasises learning focused on students writing and discussing research papers or essays. Students are actively engaged in evaluating and critiquing the research of others. This will be a focus in all modules across the programme.

 

Research-based:  The programme and curriculum emphasises students undertaking inquiry-based and problem based learning. The learning division between lecturer and student is minimised and the teaching mode is based on cooperation/dialogue. This research will involve primary research within the student’s own organisation with the intention of addressing organizational issues and/or opportunities for enhanced organizational behaviour and performance. This is a specific requirement at stage 2 within the work-based project (CMD205) and stage 3 within the Professional Project (CMD304).

 

 

 

How will the programme prepare me for employment?

The Chartered Manager Degree Apprenticeship was designed by a consortium of major employers’ representatives, the Chartered Association of Business Schools (CABS) and the Chartered Management Institute (CMI) to meet the skills gap and to improve and professionalise the UK’s Leadership and Management. Sunderland University Business School is endorsed by the CMI to deliver the programme and students who study the BA (Hons) Management and Leadership Practice Programme and successfully complete stage 3 of the programme will also receive the CMI level 5 Diploma in Management and Leadership, which is mapped to the content of the programme. 

 

The degree is centred on a real job within business that extends the learning beyond the classroom into the workplace. Learning is therefore no longer considered a preparatory stage prior to employment, but instead is seen as a constituent part of working life to enhance the professional career of the student. The programme is designed to meet the skills needs of employers now and in the future.  Specific skills students will obtain include, but are not limited to:

  • Applying critical thinking to practical and theoretical problems in an organizational context
  • Communicating effectively using a range of approaches and media
  • Demonstrate ethical, responsible and sustainable management and leadership behaviours and practices in an organizational context
  • Demonstrate personal and interpersonal competence required by employers in order to operate effectively in a management/leadership role within an organizational context
  • Demonstrate resilience, flexibility, drive and creativity to resolve problems in an organizational context

 

The range of roles envisaged for graduates of this degree programme include but are not limited to those looking to begin or develop a career as

  • Business Managers in private, public or third sectors
  • Middle/Senior Managers
  • Heads of Department
  • Operations Managers
  • Any other role with significance managerial responsibility.

 

Particular features of the qualification (optional)

Students who successfully complete stage 5 (level 6) of the programme will also receive a Level 5 Diploma in Management and Leadership from the Chartered Management Institute (CMI)

 

Professional statutory or regulatory body (PSRB) accreditation

 

PSRB accreditation is not relevant to this programme 

 

PSRB accreditation is currently being sought for this programme

 

This programme currently has PSRB accreditation

 

The programme is currently accredited until: Indefinitely

The relevant PSRB(s) is/are: Chartered Management Institute

The terms of the accreditation are: Mapping of stage 3 (level 6 of the programme) to L5 CMI Diploma learning outcomes and assessment approach (moderation by CMI at Level 6)

The programme is recognised as:Chartered Management Degree Apprenticeship

Accreditation gives graduates: CMI Membership throughout the period of study and the CMI Level 5 Diploma upon successful completion of Level 6.

 

There are no programme-specific regulations relating to accreditation

Interim awards are not accredited. 

 

 

PROGRAMME STRUCTURE AND REGULATIONS

Name of programme: Management & Leadership Practice

Title of final award: BA with Honours

Interim awards: Certificate in Management & Leadership Practice

Diploma in Management & Leadership Practice

Ordinary degree in Management & Leadership Practice

Accreditation: BA (Hons) Management & Leadership Practice is accredited by the Chartered Management Institute. The other awards are not accredited.

 

Stage 1: Students take the following compulsory modules

 

Code

Title

Credits

CMD101

Personal & Professional Development

20

CMD102

Managing & Leading People

20

CMD103

Managing Business Operations & Services

20

CMD104

HRM & Talent Development

20

CMD105

Accounting & Finance

20

CMD106

Marketing Management

20

 

Stage 2: Students take the following compulsory modules

 

Code

Title

Credits

CMD201

Management & Organizational Excellence

20

CMD202

Managing Entrepreneurship, Innovation & Creativity

20

CMD203

Ethical Responsible Business

20

CMD206

Digital Business

20

CMD205

Work Based Project

40

 

Stage 3: Students take the following compulsory modules

 

Code

Title

Credits

CMD301

Learning the Dynamic Organization

20

CMD302

Managing & Leading Organizational Change

20

CMD303

Strategic Management

20

CMD304

Professional Project

60

 

ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

Admission to the Programme

The programme is work based, as such, admission is subject to the student being employed by an organization and remaining in employment with an organization throughout the duration of the programme. The employer must confirm participants comply with apprentice eligibility criteria including funding requirements.

 

The University’s standard admissions requirements can be found in the university regulations.

 

Programme-specific requirements which are in addition to those regulations are given below. 

 

Can students enter with advanced standing? Yes

If yes, to which Stages?Stage 2 / Stage 3

If yes, with what qualifications?Certificate/Diploma in Business, Leadership or Management or equivalent APL/APEL

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the department which offers the programme you are interested in.

 

What kind of support and help will there be?

1.       Coaching System: As part-time work based learners there will be a focus on ‘coaching and mentoring’ rather than ‘traditional personal tutoring’. Coaching and mentoring better reflects practice within an organizational context and supports study skills development and transference of learning into the workplace. These needs will be met with a combination of a Peer Learning and Support Group (PLSG), the academic as coach and identification of an in organization mentor. There will be two ‘contact’ points per academic year in which the learner, academic coach and in-organization mentor engage in a tripartite meeting. These purpose of these meetings is to:

  • Monitor and support student efficacy
  • Encourage transfer of learning into the organisation
  • Negotiate and align assessments, work-based projects and the professional project to the organizational context
  • Encourage and enable the personal and professional development of the learner

2.       Studies Advice: The academic coach associated with the PLSGs will be the first point of contact for studies advice on particular tasks that learners have been asked to complete.  Coaches will work closely with the programme leader to ensure that they are familiar with the tasks and understand what is required of the learners at any point in the programme.

3.       Personal Development Planning: The personal development planning (PDP) process provides an opportunity for learners to practice self-management skills that are beneficial to them both as students and as employees. It assists learners to:

  • Take responsibility for their own learning
  • Be aware of how learning relates to a wider context
  • Improve general skills for study and career management
  • Provide evidence of achievements

4.       Learner Support on the eLearning Portal (VLE): Learners will be given detailed, hands-on training on the use of the VLE as part of their induction. They will be encouraged to post questions or initiate discussions through a number of module spaces and through the Programme space, especially as part of the PLSG process. Learners will be directed at induction to web-links to University student support facilities. In addition, learners will have access via VLE to the Study Skills suite of online tutorials

5.       The University provides a range of professional support services including wellbeing, counselling, disability support, and a Chaplaincy. Click on the links for further information.

6.       The University offers a support service for students with disabilities and students who have a specific learning difficulty, such as dyslexia. The Disability Support team can also offer advice and guidance to students who think they might have a specific learning difficulty but haven't had a formal diagnosis. The service is confidential and can offer practical support on accessing financial support and learning aids. The University has a proactive admissions procedure - if you're a prospective student with a disability or specific learning difficulty you should contact the Disability Admissions co-ordinator before you apply for pre-application and pre-entry guidance.  Further advice is available at  https://sj.sunderland.ac.uk/disability/

 

What resources will I have access to?

Sunderland Business School is located at St Peter's Riverside, where students also have access to out of hours IT provision in the Prospect Building, and to Library/Information Services (24/7 in term time). Within the Reg Vardy Centre, there are a total of 30 teaching rooms, varying in capacity. Each room is equipped with whiteboard, screen, OHP, video and data projection and Internet connection. Other equipment, such as video cameras and slide projectors, is bookable via the technical help desk. In the past year, some of the accommodation for postgraduate learners has been upgraded and now includes more comfortable seating. The Prospect Building houses two 200 seat lecture theatres and one state-of-the-art 400-seat lecture theatre. The largest - the Sir Tom Cowie Lecture Theatre - contains a full range of state of the art audiovisual, video projection and presentation facilities including full video conferencing facilities. There are three computer laboratories, including the atrium, within the Reg Vardy Centre, one of which is for open access, and two prioritised for teaching but available for open access when not in use for that purpose. All PCs have Internet access, student email and Sunspace access, as well as standard word processing, spreadsheet and presentational software. The technical helpdesk provides computing support to students from 0830 until 1700 (out of hours Telephone support 1700 -8.30), and 24-hour access is available in the adjacent St Peter’s Library and the Murray Library in term time. The IT provision within the Faculty is being continually upgraded. There are currently 63 student PCs based in 3 locations, all of which have a standard desktop currently running Windows XP and Vista as the operating system and Microsoft Office 2007, SPSS, Minitab and any other additional specialist software required by the students. You can also gain access to computing facilities within the David Goldman Centre adjacent to the Faculty and to St. Peter’s Library during term time. These facilities provide 24/7 access to all University students. St. Peter’s Campus has a wireless network for cable free laptop access to the internet. Anti-virus software and USB wireless adaptors are loaned free of charge by the libraries in order to facilitate student use of the wireless network. PC, mono and colour laser printing, scanning and photocopying facilities are provided in St. Peter’s Library and the Campus Learning Resource Centre.

 

The London Campus is located at Canary Wharf. Situated within one building, the Campus offers a number of recently renovated areas as well as upgraded IT facilities. There are 17 teaching rooms varying in capacity, all of which are equipped with smart boards, video and data projection and internet connection. Wi-Fi is available throughout the building and there are a number of student locations where there is access to computers. Colour, black and white printing, scanning and photocopying facilities are provided in the Library and floor 1, both of which can be accessed wirelessly from your phone or laptop. The library has a large number of physical and e-resources available to students.

 

Are there any additional costs on top of the fees?

No, but all students buy some study materials such as books and provide their own basic study materials.

 

 

How are student views represented?

All taught programmes in the University have student representatives for each Stage (year-group) of each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules. Various Faculty committees, particularly Faculty Student Success Committee, Academic Development Committee and Quality Management Sub-Committee also have student representation. This allows students to be involved in higher-level plans for teaching and learning. There is a parallel structure at university level on which students are represented by sabbatical officers who are the elected leaders of the Students’ Union. The University’s student representation and feedback policy can be found here.

 

Final-year students (who have completed at least Levels 5 and 6) are also invited to complete a National Student Survey (NSS) which asks a standard set of questions across the whole country. The results of this are discussed at Programme Studies Boards and at Faculty Student Success Committee to identify good practice which can be shared and problems which need to be addressed. We rely heavily on student input to interpret the results of the NSS and ensure that we make the most appropriate changes.

 

 

 

 

 

QUALITY MANAGEMENT 

National subject benchmarks

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. These can be found here.

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.             

 

How are the quality and standards of the programme assured?

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression from one Stage to another, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress between Stages of the programme and degree classification, is kept under review. The programme review report is sent to the Faculty Quality Management Sub-Committee which in turn reports issues to the University’s Quality Management Sub-Committee (QMSC) and Academic Development Committee (ADC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle.

 

 

 


 

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

(Form to be completed electronically by the Faculty and forwarded to the Quality Support Officer supporting the Approval event, or sent to Planning & MI for faculty devolved processes before sending to Quality Support (with the exception of Short Courses and GRS))

This form is to be completed when a new programme has been validated and approved so that the programme codes and progression and awards rules can be set up in SITS.  This also needs to be completed at periodic course review when there have been significant modifications to the course.

 

Please note that all details entered onto this form will go onto every student’s record that is attached to this programme and it is therefore imperative that the information is correct. 

 

1 Programme Details

New/ Modification/Review:

Please ensure the minor modification document is included

Modification

Full Programme Title:

BA Management and Leadership Practice

If replacement for existing course, specify title and course code:

N/A

Qualification Aim:

eg Foundation degree of Science, Bachelor of Arts (Honours)

BA (Hons)

Qualification Level (NQF level):

6

JACS 3.0 code

JACS code = e.g. (V100) History, (I100) Computing Science, etc. See HESA Website https://www.hesa.ac.uk/jacs3

N100

Is the programme Open or Closed:

A course is defined as closed when specifically designed for a certain group of people and not also available to other suitably qualified candidates. It may be designed for a particular company however if the same course is also run for other suitably qualified candidates, not employed by the company, then the course is not closed.

Open

Faculty and School:

Faculty of Business, Law and Tourism

Sunderland Business School

Location of study:

e.g. SAGE, Sunderland in London, Sunderland

Sunderland

Sunderland in London

Last Date Registration (PBI) Number of days:

The number of days after the start date of the course that it is possible for students to register onto it. It is also referred to as the migration date.

 

Programme Leader:

Dr Lynne Powell

Academic Team for the programme:

Undergraduate Business

Date of Approval/Modification/Review:

January 2017

Date of next review (QS to complete):

2022/2023

Accrediting Body or PSRB
If yes please attach completed form AQH-Ciii2

Yes – Chartered Management Institute

 

Programme Specific Regulations

If yes, please attach completed form AQH-B3 Appendix 2 or AQH-B8.

No

 

Does this programme come under the Key Information Set return?

If yes, please attach a completed KIS form

Yes

Is this an undergraduate programme whose primary (but not necessarily only) purpose is to improve the effectiveness of practitioners registered with a professional body? If yes, please specify which body:

http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/2016/201622/HEFCE2016_22.pdf  (Page 88, paragraph f)

e.g a short course aimed at registered nurses

No


Professional Body:

 

 

Interim  Awards

If a student does not achieve their qualification aim, what lower awards might they be entitled to, assuming they have the credits?  The subject title for any lower level award should be given where this is different from the subject of the qualification aim.

 

Interim Award Title

Credits Required

Interim Structure

Please show mandatory requirements if applicable e.g. core module codes

1

Certificate in Higher Education

120

N/A

2

Diploma in Higher Education

240, with at least 120 at L5

N/A

3

Ordinary (Unclassified) Degree

300, with at least 60 at L6

N/A

 

Combined Subjects Programmes only

Will the subject run as Major/Minor/Dual:

 

Any subject(s) not permitted to be combined with this subject:

 

 

 

 

 

 

 

 

 

2 Mode Of Attendance

01                          Full-time

Full-time students are those expected to study for more than 24 weeks per year, for a minimum of 21 hours per week and are paying the full-time fee.

 

02                          Other Full-time

Students who attend full-time for a period less than 24 weeks per year

 

31Part-time

Students who are expected to study for less than 21 hours per week.

31Part-time at Full-time Rate

Students who are studying full-time credits over part-time attendance

 

 

 

3 Admissions

An admissions or MCR code will be created to allow student applications.

Tick appropriate

UUCAS

Universities and Colleges Admission Services

Required for full-time undergraduate programmes only.

DDirect Entry

Required for FT, PT, PG and PGR, only where students will be admitted though the admissions teams or where the programme needs to be advertised on the web

 

GGTTR

Graduate Teacher Training Registry

Education only, where applicable

 

 

 

4Collaborative Provision

UK

 

Overseas

 

Institution

Collaborative Model

Funding Arrangements

 

 

 

 

 

 

 

 

 

5aCourse Block

Full-time - Overall length of the programme in months:

 

Part-time - Overall length of the programme in months:

3 years 3 months

Does this course offer a sandwich placement?

If yes, please indicate which programme year this placement is to take place.

No

Programme Year:

Is this compulsory or optional?

Compulsory/Optional

Does this course offer a study abroad year out? If yes, please indicate which programme year this placement is to take place.

No

Programme Year:

Is this compulsory or optional?

Compulsory/Optional

 

 

 

6   Major Source of Funding

Please note this relates to funding for the programme and not individual students

HEFCE

Higher Education Funding Council for England

 

Skills Funding Agency/EFA/Degree Apprenticeship

NCTL

National College for Teaching and Leadership

 

Wholly NHS Funded

Partially NHS Funded

Departments of Health/NHS/Social Care. For all Health funded programmes please indicate whether the programme is eligible for an NHS Bursary

-  Eligible for NHS BursaryY/N

 

 

 

Standard Fee

If no then the Learning Resources Form should be attached

Yes/No

Other Funding:

 

– Please Specify:

 

 

7   Education Programmes Only

This section must be completed for any programmes marked above as ‘NCTL’ funded

Teacher Training Identifier:

 

Teacher Training Scope:

 

Qualification Aim:

QTS and academic award, QTS only, QTS by assessment only

 

 

 

   DETAILS SUPPLIED BY:………………………………………        DATE:………………………..

 

 


Module List

Award, Route (if applicable) and Level

New/Existing/ Modified  Module (N/E/MM)

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose (ie designated option):

Assessment weighting – give % weight for each assessment item

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

Academic Team

4

E

Personal & Professional Development

CMD101

20

C

NOT APPLICABLE

Portfolio (40) Essay (60)

NONE

TBC

 

 

N100

 

4

E

Managing & Leading People

CMD102

20

C

Work-based Report & Poster (100)

TBC

 

 

N100

 

4

E

Managing Business Operations & Services

CMD103

20

C

Case Study (100)

TBC

 

 

N100

 

4

E

HRM & Talent Development

CMD104

20

C

Report (50) Training Plan (50)

TBC

 

 

N100

 

4

E

Accounting & Finance

CMD105

20

C

Case Study (100)

TBC

 

 

N100

 

4

E

Marketing Management

CMD106

20

C

Report (100)

TBC

 

 

N100

 

5

E

Management & Organizational Excellence

CMD201

20

C

Case Study (100)

TBC

 

 

N100

 

5

E

Managing Entrepreneurship, Innovation & Creativity

CMD202

20

C

Report (100)

TBC

 

 

N100

 

5

E

Ethical Responsible Business

CMD203

20

C

Organizational Analysis Report (100)

TBC

 

 

N100

 

5

N

Digital Business

CMD206

20

C

Report (100)

TBC

 

 

N100

 

5

E

Work Based Project

CMD205

40

C

Project Report (60) Professional Development Portfolio (40)

TBC

 

 

N100

 

6

E

Learning the Dynamic Organization

CMD301

20

C

Case Analysis (60); Critical Incident Journal (40)

TBC

 

 

N100

 

6

E

Managing & Leading Organizational Change

CMD302

20

C

Case Study (100)

TBC

 

 

N100

 

6

E

Strategic Management

CMD303

20

C

Coursework (100)

TBC

 

 

N100

 

6

E

Professional Project

CMD304

60

C

Investigative Study (80); Viva (20)

TBC

 

 

N100

 


 

 

1.gif

 

                                        Quality Handbook

 

 

AQH-Ciii2   Programme Accreditation Information checklist re Professional, Statutory, Regulatory Body (PSRB) Version 4.0 September 2016

Part A needs to be completed when there is any change in the PSRB contact details. Part B.1 or B.2 (see note on page 2) needs to be completed when there is any change in Accreditation status or a new programme is submitted to a PSRB for Accreditation. The Accreditation report should also be appended to this form. Part B.3 needs to be completed to provide dates of the award and when the accreditation was reported to F/QMSC

 

Part A:  PSRB details

 

Body Name:Chartered Management Institute

Body Acronym: CMI

Will the accreditation be reported to HESA in the KIS return

Yes

What is the HESA Accrediting body code

044

Address:

Chartered Management Institute

Management House

Cottingham Road

Corby

Northamptonshire

Post Code: NN17 1TT

Primary Contact:

Title: Ms

First Name: Khurram     

Surname: Rana

Role: Relationship Management            

Phone:                                                 Fax:    

Email: khurram.rana@managers.org.uk

Accreditation URL: http://www.managers.org.uk/education-providers

 

Part B: Programme Accreditation 

 

Body Acronym: CMI

 

Part B.1

 

Sunderland Programme/Course: BA (Hons) Management & Leadership Practice

State the SITS Programme/Course code

BMANLEPPT

What is the HESA Accreditation type (ACCTYPE)

Accredited by the Chartered Management Institute

 

 

Part B.2

 

Sunderland Programme/Course:

 

The full Title of the Programme/ Course.  If the Accreditation is for only part of the course list the details of modules and/or stage in this section

 

State the SITS Programme/Course code

 

PSRB AWARD:

 

List full name of the award for completion of studies listed in previous column.

 

 

Part B.3

 

Programme/SC Leader: Dr. Rob Worrall

Staff member responsible for liaising with PSRB: Mrs Claire Hoy

Date PSRB Accreditation Awarded: 

November 2016

Period of Accreditation: Not limited:

From:e.g.30/1/2007To: e.g. 30/12/2011

 

Interim review 1: if applicable     Interim Review 1 Date: if applicable

 

Interim Review 2: if applicableInterim Review 2 Date: if applicable

 

Notes:

Date Accreditation Reported to FQMSC

 

Date Accreditation Reported to QMSC

 

 

 

 

 

Version History

 

Version

Occasion of Change

Change author

Date of modification

Modifications made

4.0

Update link

M Young

September 2016

URL to HESA Accreditation information table update