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BA (HONS) BUSINESS AND APPLIED ECONOMICS

 

PROGRAMME SPECIFICATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version History

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Approval Event

 

October 2017

2.0

Response to panel requirements

 

November 2017

3.0

Minor Modification to UGB160 assessment method

Quality Support

May 2018

 

 


CORE INFORMATION

Programme Name: Business and Applied Economics

Programme Length: 4YR FULL TIME

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?: YES

 

BA (Hons) Business and Economics

BA (Hons) Business and Management

BA (Hons) Business and Applied Management

BA (Hons) Business and Financial Management

BA (Hons) Business and Applied Financial Management

BA (Hons) Business and Human Resource Management

BA (Hons) Business and Applied Human Resource Management

BA (Hons) Business and Marketing Management

BA (Hons) Business and Applied Marketing Management

 

It is possible to transfer between these programmes at certain points. This may be subject to particular requirements.

 

Award Title: BA (Hons)

Level of award: 6

Awarding body: University of Sunderland

Which department is it in? Business

Programme Studies Board: Undergraduate Business and Management

Programme Leader:

How and where can I study the programme?

At Sunderland: Full-time on campus

How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

 

 

Part-time

 

 

Sandwich

4 yrs

12 yrs

Distance learning

 

 

Work-based learning

 

 

 

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.

 


TEACHING AND LEARNING

What is the programme about?

  1. The role of business and how its’ functions (Marketing, HRM and Finance) are managed and integrated to respond and reflect society and the business community (local, national and global).
  2. How business is structured including the practices and processes which support problem solving and evidence based decision making for financial solutions.
  3. The integration of business policies and strategies which promote corporate social responsibility which are ethical and lead to financial sustainability. 
  4. The economic policies, strategies and practices which enable the operations of business to ensure financial resources are allocated appropriately.
  5. Develop as reflexive practitioners who act and behave as a researching economic Professional.

 

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

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

Stage 1

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

 

Learning Outcomes Stage 1 - knowledge

K1. An introductory knowledge and understanding of the major theories, practices and concepts in the organizational and functional areas of finance, marketing, organizational 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. An introductory level of knowledge and understanding of the inter and intra personal skills, attitudes and behaviours that create an inter-culturally competent, career- ready business graduate.

 

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 of what is needed by future managers and leaders to build relationships with a diverse range of people.

 

Stage 2

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

 

Learning Outcomes Stage 2 - knowledge

K4. An analytical understanding of a wide range of theories and conceptual frameworks from appropriate disciplines relevant to Economics.

K5. A detailed and critical understanding of the issues and problems which affect Business and Management in order to be able to debate and interpret how a range of management procedures and processes allow for effective decision-making in pursuit of a range of different objectives in               businesses including service excellence, innovation and/or stakeholder relationships.

K6. Discuss and debate the impact of the external environment (domestic and international), including economic, ethical, legal, political, sociological and technological influences.

K7. A developed knowledge and understanding of the inter and intra personal skills, attitudes and behaviours that create an inter-culturally competent, career-ready business graduate.

 

Learning Outcomes Stage 2 - skills

S4. Construct and evaluate information to generate ideas to make decisions for a range of scenarios.

S5. Development and organization of self and others to achieve successful business and personal outcomes.

 

Stage 3 

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

 

Learning Outcomes Stage 3 - knowledge

K8.Critical understanding of organisational practices, initiatives and issues through investigation or examination

K9.Critical understanding of competencies, behaviours, and attributes developed during the placement experience through the use of multiple reflective practices and tools

 

Learning Outcomes Stage 3 - skills

S6.Application of suitable investigative methods and business techniques to examine stated areas of organisational practice

S7.Ability to evaluate of the practices and processes of the organisation

S8.Ability to apply a range of reflective practice tools to develop self-awareness and insight as aspiring professionals


 

Stage 4

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

 

Learning Outcomes Stage 4 - knowledge

K10. Critically evaluate and synthesise ideas, concepts and practices from appropriate pathway disciplines relevant to Economics.

K11. Evaluate and assess the ethical obligations and responsibilities of business for the purpose of responsible and sustainable economic decision making having due regard for the environments in which they function.

K12. Interpret, analyse, evaluate and propose options that contribute to business policies, financial strategies and innovative practices within the field of business and economics.

K13. A detailed knowledge and understanding of the inter and intra personal skills, attitudes and behaviours that create an inter-culturally competent, career-ready business graduate.

 

Learning Outcomes Stage 4 - skills

S9. Build a range of routines for self-analysis and an awareness and/or sensitivity to diversity in terms of people and cultures.

S10.  Construct and critically evaluate a range of business data, sources of information and appropriate methodologies, including the use and application of digital platforms for evidence-based research and decision-making.

S11. Innovate, conceptualise, synthesize and evaluate a range of ideas and solutions for contemporary economic scenarios.

 

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.

 

Stage 1: The aim of Stage 1 is to present an introduction and foundations of the study of Business and Management. To achieve this, this Stage has been structured around six themes; Personal and Professional development; Management; Operational Aspects of Management; Pillars of Business – Marketing; Pillars of Business – HRM and Talent Development; Pillars of Business – Accounting and Finance. This stage has six 20 credit modules which develop students’ knowledge and understanding in terms of the contemporary challenges facing Business. Theme 1: Personal and Professional Development through ‘Essential Employment and Study Skills’, this module aims to develop the students’ ability to ‘learning to learn’ and to consider the starts of their personal and professional development as potential managers and leaders. Theme 2: Pillars of Business – Marketing through ‘Introduction to Marketing’, the aim of this module is to present the core concepts of marketing including the marketing concept, marketing research, market segmentation and targeting, marketing mix – 4P’s to 7P’s and marketing planning. Theme 3: Pillars of Business – HRM and Talent Development ‘Introduction to HRM and Talent Development’, this module aims to present the notion that the effective organisation and deployment of human resources is essential to its survival and growth. The module will introduce students to the cornerstones of HRM cycle. Theme 4: Pillars of Business – Accounting and Finance through ‘Introduction to Accounting and Finance’, this module aims to introduction to three key areas within the field of accounting and finance; financial accounting, management accounting, and business finance. Main areas of study addressing financial accounting include the fundamental accounting concepts and conventions, and understanding, interpretation, and preparation of key financial statements. Theme 5: Management through ‘Introduction to Managing and Leading People’, this module aims to develop an understanding of the foundations for the study of management and leadership by presenting the dimensions of the study of management. Theme 6: Operational Aspects of Management through ‘Introduction to Business Operations and Services’, this module aims to present the processes, techniques and practices which allow a Business to ‘function’ including decision making and services.

Stage 1 is the foundations for the study of Business and Economics and the six themes are developed in Stages 2 and 3 of the Programme. 

 

Stage 2: The focus of this stage of the programme is to build on the introductory areas covered at Stage 1. Within this stage there are six core modules that develop on the differing themes presented at stage 1. Within the six core modules, three will be dedicated towards subject specialisation developing upon the Finance theme covered within Stage 1. The core Economics based modules within Stage 2 are ‘Microeconomics for Business and Macroeconomics for Business’. These modules have been developed to enable students to evaluate key economic and theories, specifically within the context of how the economic models, concepts and theories play an instrumental role within the modern-day international based business organization. This is supported by the module “Innovation Management” which examines the role and operations of innovation management and the creation of an innovative and entrepreneurial culture within business organisations. Innovation is a key element of the programme and is included at stage 3 also to enhance the student’s ability to adapt and apply economic thinking to a range of business circumstances. The personal and professional development theme continues in Stage 2. This will be focused on through the ‘Personal and Professional Development’ module. This module has been designed to make the students career ready and this modules feeds into Sunderland Futures and the employability activities within the Faculty (e.g. Placements and Internships) and wider University initiatives led by the Careers and Employability Service. From the Operational aspects of Management theme there are two modules; firstly there is ‘Quality Management for Organisational Excellence’ module that develops and builds on from the Introduction to Business Operations and Services module from Stage 1. Secondly, there is a ‘Business ESR’ module that focuses on the ethics and responsible business practices which lead to sustainable business practices.

 

Stage 3: This year will be undertaken whilst you are on placement and as such draws largely upon your independent learning skills. The placement year is an excellent developmental opportunity which provides a great opportunity for you to enhance your organizational & specialist knowledge, capabilities & skills, and ability to self-reflect.  These elements are crucial to this stage, the remainder of your programme, your final degree classification and subsequent career progression. The focus is on your professional experiences, development, engagement and contribution – individually, within the organizational context and as a contributor to the organization’s operational and strategic success.

During your placement (normally a minimum of 48 weeks duration), you will be supported by an allocated Academic Placement Mentor and a Host Supervisor at the employing organisation. Both will formally and informally monitor your progress and development via a variety of mechanisms (electronic & practical) regularly throughout the year. Delivery will use both a mixed-methods approach and utilize technology to support learning and interaction, especially if you are unable to attend workshops, for example those working overseas. At suitable points in the module, you will be required to attend Placement Development Sessions at the Business School where you will have the opportunity to discuss issues raised by Academic Placement Mentors and to share placement experiences and good practice with each other. Your studies will take the form of a 120-credit module the Applied Professional Practice 1 which will require you to:

 

  1. Understand the strategic environment of the host organisation
  2. Undertake a practical study or project
  3. Develop and enhance their reflective and reflexive practices

Your work in this year feeds directly into a 40 credit placement module at stage 4 to give you that distinctive ‘Applied’ differentiation enabling you to stand out in your final year of study and in the graduate job market.

 

 

Stage 4: At this stage, you have the opportunity to maximise knowledge of your chosen programme with four modules relating to your subject specialisation and a devoted 40 credit placement module centred on your experiences in practice – Applied Professional Practice 2 which requires you to build on the elements covered and work completed in the previous stage.  During the placement you would have worked towards the development of professional behaviours and transferable skills, evidenced practical contextual and organizational knowledge, and undertaken a practical study/project. The Applied Professional Practice 2 module builds on the academic and practical work undertaken on the placement stage and examines this further to stage 4 depth. There are two major elements in this module: Critical Reflection of Professional Practice and Evaluation of the Practical Placement Project/Study. The purpose of Critical Reflection of Professional Practice is to dissect, develop and enhance the reflective practices that were introduced and applied during your placement; you will also be introduced to the shift in emphasis from reflection through learning and self-awareness towards reflexivity using reflexivity through creativity. The purpose of this is to introduce you to the use of creative tools to express and explore evolving professional identity and voice. The Evaluation of the Practical Placement Project/Study requires you to review and revisit the key environmental pressures facing the organisation and the arising imperatives that they established in their evaluation of the organisational environment and industry context in stage 2/on placement. You will then examine the extent to which your project or study addressed these imperatives and related issues. This is vital to understanding the significance and relevance of your practical placement project/study, what it was designed to achieve, and the issues that it intended to address.

 

Building upon the core modules studied at Stage 2 will be the ‘Economics of Firm and Modern Industry’; this explores economies of industry, structure, conduct and performance within modern industry. ‘Applied Econometrics’ which introduces students to the applied econometrics methods which are used in practice to empirically evaluate economic models and theories.International Economics’ which explores the merits of free trade compared to protectionism, explaining the importance of international trade and exporting activities for economic growth and development. Finally the ‘Money, Banking, and Finance’ module focuses on issues related specifically to money and banking, connecting the monetary and financial activity, which is central to this module. These issues include money supply, money demand and monetary policy. These modules have been developed in a manner that builds upon the knowledge gained within Stage 2 of the programme, yet places a particular emphasis upon strategic decision-making within the international based business organization

 

How will I be taught?

  • Scheduled teaching activities
  • Independent study
  • Learning enhancement Sessions

 

Our aim is to ensure the approach to teaching and learning on the programmes 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 and other students as partners.  Our philosophy is to ensure Sunderland Business School provides an environment within which students and staff engage in ongoing narrative that aims to bring about demonstratable enhancement of the educational experience and student learning journey. This requires that we continuously improve our learning environment based on personal engagement with students, collaboration between students and academic staff and 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 and across the programme holistically, all of which we know can impact positively on student achievement (QAA, 2012) and enhance learning gain. 

 

We have of course been engaged in some excellent work in this area thus far, however, feedback from the International Student Barometer (IBS), National Student Survey (NSS) and information gathered as part of the Student Achievement Task and Finish Group Report indicates that there are opportunities for further enhancement.  Specific areas include; programme identity, learning and assessment alignment and greater student-student and student-academic engagement.  The approach set out in this document aims to support improvement in these and additional areas e.g. creating engagement ready students and staff; embedding student engagement; changing the conversation; celebrating and innovating; encouraging, listening to and responding to the student voice; transition and induction; curriculum design, delivery and organisation; curriculum content; teaching delivery; learning opportunities and student support and guidance. 

 

The Sunderland Business School Model for Creating Engagement

 

Our approach to learning and teaching at Sunderland Business School focuses on ensuring our programmes are designed and delivered with students at heart of everything we do.  Our learner centred philosophy aims to empower, motivate and engage students throughout their learning journey to support student achievement and positively impact on employability.  For students this will mean:

 

  1. Comprehensive induction –that orientates them to University life and creates readiness to learn at each stage of the programme
  2. Development of academic skills to support achievement
  3. Building in time to make sense of learning within modules and aligning that learning to the wider programme and future employability aims
  4. Development of critical thinking skills that support deep and meaningful learning
  5. The provision of opportunities to develop students academic and professional voice
  6.  Embedding opportunities to develop the students social capital through actively encouraging relationship development with others (peers, lecturers and employers)
  7. Embedding opportunities to enhance student success through feedback and feed-forward sessions at each stage of the learning journey

 

Defining Terms

 

Lecture: A discourse led by presenter for the purpose of knowledge transfer/instruction.

 

Seminar:  A form of academic instruction with the purpose of bringing small groups of students together for recurring meetings each focused on a particular subject.  It would usually involve students debating and interacting with material previously delivered in a lecture to deepen the learning. 

 

Workshop: Includes the elements of a seminar but with the largest portion of time being emphasised as ‘hands on practice’ - this could be in a number of forms, e.g., lab work where practicing the actual concept or technique was undertaken; presentations to demonstrate use of the knowledge in context etc.

 

Learning Enhancement Seminar: To enhance and deepen learning, a series of learning enhancement seminars will take place.  These sessions will include a number of activities that are designed to bring together students and academics across the module, stage and programme, as partners.  These provide opportunities for the student to co-construct the sessions in partnership with the academic, in line with their lived experiences of the learning journey.  In addition the sessions will support students to:

             review the learning journey, and address areas for further enhancement;

             make sense of their learning across the modules; stages and programme;

             clearly align their learning to the assessment;

             enhance academic practice skills (e.g. reading; writing; referencing; critique);

             make sense of feedback and feed-forward;

             enhance social cohesion by developing  student-student and student-academic  relationships;

             express themselves and develop their academic voice;

             develop learning informed career and employability possibilities.

  Action learning (social learning groups) led by students (facilitated by academic staff) will be widely utilised in these sessions. 

 

Future Success Boot camp (on campus students only):  To enhance employability, a series of sessions will take place in the latter part of stage 3, that are designed to  provide students with an awareness of the opportunities available and approaches to enhancing their personal USP to create greater employment (subject to development with the PL Employability)

 

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?

  • Written examinations
  • Coursework
  • Practical assessments

The assessment strategy is integral to the teaching and learning philosophy. The assessment strategy aims to allow you to demonstrate knowledge, understanding and application of business management principles and concepts. It also allows you to demonstrate skills of criticality and evaluation within a business management context. The use of formative assessment allows you to take risks and test theories with the aim of extending knowledge and confidence without fear of failure, thus encouraging a deep approach to learning. Assessment methods aim to allow you to demonstrate breadth and depth of directed and independent research. The assessment strategy at Stage 1 is based on an approach which allows for formative feedback throughout the modules. The process of formative assessment will be supported by detailed feedback to increase confidence and complement the summative assessment tasks. A range of feedback methods will be used across the programme including peer-to-peer, group, class and sample based, as well as individual tutor to learner. Detailed assessment criteria will support each assessment to guide both students and tutors.  At Stage 1 additional resource will be devoted to this in order for students to build confidence and benchmark their achievements. At Stages 2 and 3 assessments will involve you synthesising and applying a number of concepts. There will be an increase in the amount of research-based coursework as you progress through the programme. As well as including academic research based on reading, analysis and evaluation of academic papers, you will research in the general sense of finding out and then applying, evaluating, analysing, comparing and recommending. A combination of individual and group work will be used in Stages 1 and 2. At Stage 3 the emphasis will be on individual summative assessment strategies. There is a diversity of assessment methods across our programmes with different assessments being tailored and utilised according to the specific requirements of each module and each programme, for example the three core personal and professional development modules make use of professional assessment methods such as learning logs and professional development plans.

 

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.

 

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.

 

  • 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. 
  • 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 together with embedding context specific research knowledge construction in specific modules.
  • 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 may involve primary research within an organisation. 

 

The University aims to return marked assessments and feedback within 4 working weeks of the assignment submission date after internal moderation processes have been completed. If this is not possible, students will be notified by the Module Leaders when the feedback is available and how it can be obtained.

 

The Academic Misconduct Regulations and associated guidance can be found here. It is the responsibility of students to ensure they are familiar with their responsibilities in regards to assessments and the implications of an allegation of academic misconduct.

 

Students should refer to the University Regulations for information on degree classifications and compensation between modules.

 

EMPLOYABILITY

How will the programme prepare me for employment?

The programme gives you the opportunity to develop skills which you can use in the future. Some skills are more specific than others to the subject area, or to a particular type of activity, but all skills can be applied in a range of employment situations, sometimes in quite unexpected ways.

 

Professional statutory or regulatory body (PSRB) accreditation 

PSRB accreditation is not relevant to this programme

 

 


Matrix of Modes of Teaching, Learning and Assessment and Assessment of Learning Outcomes

 

Stage 1

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S1

S2

S3

K1

K2

K3

Essential Study and Employment Skills

UGB160

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self-directed Study/Independent Study

Evaluation and Development Planning Report

 

X

X

X

X

 

Introduction to Marketing

UGB161

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self-directed Study/Independent Study

Report

 

 

 

X

X

X

Introduction to HRM and Talent Development

UGB162

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self-directed Study/Independent Study

Group Presentation

Individual Report

X

X

X

X

X

X

Introduction to Accounting and Finance

UGB163

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self-directed Study/Independent Study

Case Study or Developed

Scenario

 

X

X

X

X

X

Introduction to Managing and Leading People

UGB164

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self-directed Study/Independent Study

Academic Poster

 

X

X

X

X

 

Introduction to Business Operations and Services

UGB165

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self-directed Study/Independent Study

Report

X

X

X

X

X

X

 

 

 

 

 

 

 

 

 

 

 


Stage 2

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S4

S5

K4

K5

K6

K7

Personal and Professional Development

UGB260

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Portfolio of Evidence and Reflective Essay

 

X

X

X

 

 

X

Quality Management for Organisational Excellence

UGB262

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual Report

X

 

X

 

X

X

X

 

Business ESR

UGB264

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual Coursework

X

X

X

X

X

X

Innovation Management

UGB269

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual Coursework

X

 

X

X

X

X

Microeconomics for business

UGB271

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual Coursework

X

 

X

 

X

 

Macroeconomics for business

UGB272

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual Coursework

X

 

X

 

X

 

 

Stage 3

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S6

S7

S8

K8

K9

Applied Professional Practice 1

UGB270

Core

Work-Based Learning

Individual project and reflective piece

X

X

X

X

X

 


Stage 4

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S9

S10

S11

K10

K11

K12

K13

Applied Professional Practice 2

UGB373

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Major report and critical reflection

X

X

 

X

 

X

X

Economics of the Firm and Industry

UGB374

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual assignment

 

X

X

X

X

X

 

Applied Econometrics

UGB375

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual assignment

 

X

X

X

 

X

 

International Economics

UGB376

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual assignment

X

X

X

X

X

X

X

Money, Banking and Finance

APC312

Core

Lectures, Workshops, Learning enhancement seminars, Virtual Learning, Self

Individual assignment

 

X

X

X

X

X

 


 

PROGRAMME STRUCTURE AND REGULATIONS

Interim or Exit Awards

The following awards are available to students who complete part of the programme. The university regulations explain in detail the requirements for such awards.

Undergraduate Certificate in Higher Education, Level 4

Name: Certificate in Business

Undergraduate Diploma in Higher Education, Level 5

Name: Diploma in Business and Economics

Ordinary degree, Level 6

Name: BA Business and Applied Economics

Bachelors degree with Honours, Level 6

Name: BA (Hons) Business and Applied Economics

Programme Regulations

Name of programme: Business and Applied Economics

Award title: BA (Hons)

Level of award: 6

Interim or Exit Awards: Certificate in Business / Diploma in Business and Economics / BA Business and Applied Economics / BA (Hons) Business and Applied Economics

Professional statutory or regulatory body (PSRB) accreditation: None

These programme regulations should be read in conjunction with the university regulations to be found at https://my.sunderland.ac.uk/display/AQH/Academic+Regulations

 

Stage 1:

UGB160 Essential Study and Employment Skills (20 Credits)

UGB161 Introduction to Marketing (20 Credits)

UGB162 Introduction to HRM and Talent Development (20 Credits)

UGB163 Introduction to Accounting and Finance (20 Credits)

UGB164 Introduction to Managing and Leading People (20 Credits)

UGB165 Introduction to Business Operations and Services (20 Credits)

 

At the end of Stage 1 students may remain on their original programme or transfer to

BA (Hons) Business and Financial management

BA (Hons) Business and Management

BA (Hons) Business and Marketing Management

BA (Hons) Business and Human Resource Management

 

Programme-specific regulations

 

6.1.3Exit qualifications may be awarded for all Honours and Integrated Masters degrees as Certificates or Diplomas of Higher Education or Ordinary degrees, and for Foundation Degrees as Certificates of Higher Education. The name of the exit qualification shall be the same as that for the Honours degree unless an alternative name is approved at programme validation and recorded as a programme-specific regulation.

 

The interim award title for this programme is Certificate of Higher Education in Business.

 

Stage 2:

UGB260 Personal and Professional Development (20 Credits)

UGB262 Quality Management for Organisational Excellence (20 Credits)

UGB264 Business ESR (20 Credits)

UGB269 Innovation Management (20 Credits)

UGB271 Microeconomics for Business (20 Credits)

UGB272 Macroeconomics for Business (20 Credits)

 

At the end of Stage 2 students may remain on their original programme or transfer to

BA (Hons) Business and Economics

 

Programme-specific regulations

There are no programme-specific regulations for Stage 2 of the programme

 

 

 

 

Stage 3:

UGB270 Applied Professional Practice 1 (120 Credits)

 

Programme-specific regulations

A module of a size in excess of those explicitly stated in the regulations i.e. 120 credits for UGB270 (where the Regulations only go to a maximum of 60 credits) is authorized.

 

 

Stage 4:

UGB373 Applied Professional Practice 2 (40 Credits)

UGB374 Economics of Firm and Modern Industry (20 Credits)

UGB375 Applied Econometrics (20 Credits)

UGB376 International Economics (20 Credits)

APC312 Money, Banking and Finance (20 Credits)

 

Programme-specific regulations

There are no programme-specific regulations for Stage 4 of the programme

 

ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

What are the admissions 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.

 

To qualify for entry to the three year full-time Undergraduate Business and Marketing Management programme, candidates normally possess the following qualifications:

          UCAS points or Level 3 Key Skills qualifications as specified on the University website https://www.sunderland.ac.uk/

          Three passes at GCSE grade C or above, which must include Mathematics and English Language OR

          A minimum of level 2 Key Skills Communication and Application of Number.

 

Can students enter with advanced standing?  Yes

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

If yes, with what qualifications? Appropriate Certificate / Diploma

 

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. Through the University wide library services there is a generic study skills programme located at www.library.sunderland.ac.uk/skills.
  2. The University provides a range of professional support services including health and well-being, counselling, disability support, and a Chaplaincy. Click on the links for further information.
  3. In a partner college: Please see the relevant college prospectus or website for details of student support if you are planning to study in one of our partner colleges.

 

What resources will I have access to?

 

On campus

x

In a partner college

 

By distance learning

 

 

On campus

Tick all that apply

General Teaching and Learning Space

x

IT

x

Library

x

VLE

x

Laboratory

 

Studio

 

Performance space

 

Other specialist

 

Technical resources 

 

 

University Library & Study Skills, (UL&SS), supports students with the provision of a high quality learning environment, comprehensive print and online resource collections, 1400 study places, 300+ PCs, online module reading lists and study skills support.

 

All students have the full use of the University’s two libraries. The libraries are accessible during extensive opening hours and in core teaching weeks both Murray and St Peter’s libraries have provision for additional unstaffed access. The latest opening hours can be found on the library website at library.sunderland.ac.uk/about-us/opening-hours/

 

The UL&SS web site library.sunderland.ac.uk provides a gateway to information resources and services for students both on and off campus. Tailored resources and support are available from specific subject areas of the UL&SS web site and a ‘Live Chat’ function enables student to access library support and help 24/7.

 

My Module Resources moduleresources.sunderland.ac.uk/

Module reading lists are live interactive resource lists available from within online module spaces on Canvas and the University’s library website.

 

What do you get?

          Real time library information, both availability and location of print books, plus being able to place reservations on books that are already on loan

          Allows you to set up RSS alerts for changes and additions to your Module Resource  list

          Smartphone and tablet friendly – providing QR capture, touch screen functionality and e-resource access

 

How does this help you?

          Getting the right resources easily from flexible access points

          Receive guidance from your tutor on what to read  at a point of need by using search filters

          Access to a wider range of resources to support learning.

 

Study Skills Support

University Library Services includes a robust study skills support offer, available to all our students across the University both on and off campus, contributing to students’ attainment and the quality of their experience.

 

Skills delivery options include:

  • Online Skills Support including:  videos, webinars and Skype sessions, online assignment drop-ins using LibraryTalk will be held weekly to engage those students not on campus and provide additional support at the point of contact. Online study skills guides and tutorials are available to download from: library.sunderland.ac.uk/services-and-support/skills/guides// and from a link on your Canvas module spaces.
  • On campus assignment skills drop-in events - Throughout key teaching weeks when students are encouraged to attend with any assignment queries.
  • Embedded skills sessions - Throughout teaching periods embedded skills sessions are a key element to support academic learning. Study skills support team and Liaison Librarians will work with your lecturers to provide the support necessary in your subject areas.
  • Dissertation workshops - Dissertation skills support will be provided in early June to ‘Kickstart your Dissertation’. Bookable workshops will be held demonstrating how to begin a dissertation, using University library resources to support your work, and managing references for a substantial project. Sessions will be cross-subject focusing on the skills and resources required for completing a dissertation.
  • One to One - Study Skills Advisers will be on hand to support students in a range of study skills including: effective reading, reporting writing, academic writing and referencing, note taking, critical thinking, analysis and evaluation, reflective writing, group work and presentation skills. Sessions will be booked centrally and can include study groups and 1 to 1 advice.  Students who would like to request support from Study Skills Advisers can do so from:

library.sunderland.ac.uk/services-and-support/skills/one-to-one-support/

  • For those studying independently away from the university campus, 1 to 1 support is available via Skype.

 

Access to other libraries

There may be occasions when you find it useful to use other university libraries for your studies in addition to the resources available at the University of Sunderland. Students may be able to borrow items or to access collections on a reference basis at a number of institutions throughout the UK by joining the SCONUL access scheme. To find out more and apply to join the scheme, go to: www.access.sconul.ac.uk

 

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.  Faculty Academic Committee, also has student representation. This allows students to be involved in higher-level plans for teaching and learning. At university level Students are represented on University level Committees 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 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 Academic Experience 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 (QAA) 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.

 

Are there any benchmark statements for this programme?

YES

 

 

The subject benchmark(s) for this programme is/are:

http://www.qaa.ac.uk/en/Publications/Documents/SBS-business-management-15.pdf

 

The programme is also informed by the Economics (2015) subject benchmarks http://www.qaa.ac.uk/en/Publications/Documents/SBS-Economics-15.pdf

 

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 Programme Studies Board and the Faculty in turn reports issues to the University’s Quality Management Sub-Committee (QMSC).

 

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. Quality Assurance Agency (QAA) review reports for Sunderland can be found here.

 

Further information about our quality processes can be found here.

 


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

New

Full Programme Title:

Business and Applied Economics

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

 

Qualification Aim:

e.g. 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

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:

TBC

Academic Team for the programme:

Undergraduate Business and Management

Date of Approval/Modification/Review:

October 2017

Date of next review (QS to complete):

2022/23

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

No

 

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 Business

120

 

2

Diploma in Business and Economics

240

 

3

 

 

 

 

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:

 

Does this course offer a sandwich placement?

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

Yes

Programme Year: 3

Is this compulsory or optional?

Compulsory

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

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

Level 4

E

UGB160

Essential Study and Employment Skills

20

C

 

100

 

Joel Arnott

 

 

X200

 

E

UGB161

Introduction to Marketing

20

C

 

100

 

Graeme Price

 

 

N500

 

E

UGB162

Introduction to HRM and Talent Development

20

C

 

20:80

 

Kym Drady

 

 

N600

 

E

UGB163

Introduction to Accounting and Finance

20

C

 

100

 

Andy Turton

 

 

N400

 

E

UGB164

Introduction to Managing and Leading People

20

C

 

100

 

Sarah Robson

 

 

N600

 

E

UGB165

Introduction to Business Operations and Services

20

C

 

100

 

Peter Coleman

 

 

N100

 

Level 5

E

UGB260

Personal and Professional Development

20

C

 

100

 

Ian Carr

 

 

N100

 

E

UGB262

Quality Management for Organisational Excellence

20

C

 

100

 

Peter Coleman

 

 

N100

 

E

UGB264

Business ESR

20

C

 

100

 

Seema Bhate

 

 

N100

 

E

UGB269

Innovation Management

20

C

 

100

 

Derek Watson

 

 

N100

 

N

UGB271

Microeconomics for Business

20

C

 

100

 

Neal Lennox

 

 

L120

 

N

UGB272

Macroeconomics for Business

20

C

 

100

 

Neal Lennox

 

 

L130

 

Placement

E

UGB270

Applied Professional Practice 1

120

C

 

60:40

 

Joel Arnott

 

 

N100

 

Level 6

E

UGB373

Applied Professional Practice 2

40

C

 

60:40

 

Joel Arnott

 

 

N100

 

N

UGB374

Economics of Firm and Modern Industry

20

C

 

100

 

Hamid Seddighi

 

 

L110

 

N

UGB375

Applied Econometrics

20

C

 

100

 

Hamid Seddighi

 

 

L140

 

N

UGB376

International Economics

20

C

 

100

 

Hamid Seddighi

 

 

L160

 

E

APC312

Money, Banking and Finance

20

C

 

100

 

Neal Lennox

 

 

N300