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BA (HONS) BUSINESS AND HUMAN RESOURCE MANAGEMENT

 

PROGRAMME SPECIFICATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version History

 

Version

Occasion of Change

Change Author

Last Modified

8.0

Revised post Periodic Review event in line with requirements

Karen Hadley

November 2016

9.0

Updated learning outcomes, programme structure and matrix and updated annex with previous programme information

Kirsty Potts

March 2017

10.0

Updated some programme specific details in describing the modules

Kym Drady

April 2017

11.0

Programme Specific Regulation added in relation to the Cert HE award title.

Resources information and Academic Quality Handbook links updated.

Quality Support / Kym Drady

November 2017

12.0

Minor Modification to UGB160 assessment method

Quality Support

May 2018


CORE INFORMATION

Programme Name: Business and Human Resource Management

Programme Length: 3YFT

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 Management

BA (Hons) Business and Applied Management

BA (Hons) Business and Financial Management

BA (Hons) Business and Applied Financial 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: Kym Drady

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

3yrs

9yrs

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 which influence and has an impact upon the management of people.
  3. The integration of business policies and strategies which promote corporate social responsibility which are ethical and lead to best practice approaches for managing and leading people. 
  4. The HR policies, strategies and practices which enable and support the managing and leading of change taking into account the changes to the employment cycle.
  5. Develop as reflexive practitioners who act and behave as a researching HR 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 Human Resource Management.

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. Critically evaluate and synthesise ideas, concepts and practices from appropriate pathway disciplines relevant to Human Resource Management.

K9. Evaluate and assess the ethical obligations and responsibilities of business for the purpose of responsible and sustainable human resource management having due regard for the environments               in which they function.

K10. Interpret, analyse, evaluate and propose options that contribute to business policies, HR strategies and innovative practices for Human Resource Management.

K11. 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 3 - skills

S6. Build a range of routines for self-analysis and an awareness and/or sensitivity to diversity in terms of people and cultures.

S7.  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.

S8. Innovate, conceptualise, synthesize and evaluate a range of ideas and solutions for contemporary human resource management 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. Some programmes have a mixture of core (ie compulsory) modules and optional ones, often with increasing choice as you move through the programme and gain in experience. In some programmes the choice of optional modules gives you particular ‘routes’ through the programme. The Business and Human Resource Management contains only fixed modules. The programme structure including a detailed list of modules can be found at the Programme Structure and Regulations section.

 

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 Management and the six themes are developed in Stages 2 and 3 of the Programme. 

 

Stage 2: This year gives the you the opportunity to specialise and develop knowledge in your key subject discipline areas with half of the 120 credits at Stage 2 being devoted to modules for chosen subject specialisations. Stage 2 seeks to build skills of analysis, synthesis and evaluation as well provide the opportunity to diagnose problems, offer solutions, make judgements and demonstrate a degree of independent research skills. The Quality Management for Organisational Excellence module considers how an organisation aligns its policies and procedures to ensure that they are co-ordinated and best practice excellence is achieved throughout the operation.  The Personal and Professional Development module continues the Employability theme building on from Essential Employment and Study Skills.  The final core module is Business Ethics, Responsible and Sustainable Management which considers how the business operates in its environment, considering ethical principles and behaviour, how to manage and run a sustainable business and considers Corporate and Social Responsibilities a business must adhere to. The other 60 credits comprise three specialist Human Resource Management modules. The first is Designing Learning and Development, this considers how the HRD department identifies, designs, facilitates and manages a training intervention. Students are required to design and deliver a short course to their peers. The second specialist module is the Employment Cycle.  This module considers both the legal and practical management and operation of Recruitment, Selection and On boarding, Learning and Development, Performance Management and Motivation, and Reward, and Retention. The final specialist module is Contemporary Developments in HR, this looks at areas of interest within HR that are topical at the time from a policy and practice perspective.

 

Stage 3: This stage will develop your ability to critically evaluate and apply key knowledge and skills gained in the previous stages. At this stage, you have the opportunity to maximise knowledge of your chosen programme with subject specialist modules. The modules include Exploring Equality and Diversity, Continuous Employee Relations, Developing the reflexive practitioner. International HRM, HR Applied Projects, Managing and Leading Change.

 

How will I be taught?

Scheduled teaching activities

Independent study

Learning alignment 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)

 

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 which includes examinations where subject programmes reflect the assessment requirements of any respective professional bodies, for example the Chartered Institute of Personnel and Development. 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 employability modules make use of professional assessment methods such as learning logs and professional development plans; Critical Debates in Professional Practice in Stage 3 uses exhibition posters, whilst Learning and Development at Stage 1 involves presentations. In addition each of the programmes will draw down on a range of assessment instruments including case studies, reports  and increasingly  practical active learning strategies such as the production of 'artefacts’ at stage 3 and more specialised professional  assessment reflecting skills associated with professional identity and employment.

 

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, Learning and Assessment and Assessment of Learning Outcomes section.

 

The generic assessment criteria which we use can be found here.

 

The University regulations can be found here.

 

 


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

 

Contemporary Developments in HR

UGB249

Core

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

Artefacts Exhibition

 

X

X

 

 

X

Employment Cycle

UGB251

Core

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

Group Presentation with a Reflective Report

Individual Report

 

X

X

X

 

 

Designing Learning and Development

UGB268

Core

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

Outline training programme and report

X

X

X

X

 

X

 

 


Stage 3

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S6

S7

S8

K8

K9

K10

K11

Developing the Reflexive Practitioner

UGB361

Core

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

Qualitative Research Project

X

X

X

X

 

 

X

Managing and Leading Change

UGB371

Core

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

Individual Report

X

X

X

X

 

X

X

Applied HR Project

UGB370

Core

 

Lectures, Workshops, Learning Enhancement Seminars, Virtual Learning, Self

Project

X

X

X

X

X

X

X

Exploring Equality and Diversity

UGB350

Core

Lectures, Workshops, Learning Enhancement Seminars, Virtual Learning, Self

Individual Coursework

X

X

X

X

X

X

 

Contemporary Employee Relations

UGB351

Core

Lectures, Workshops, Learning Enhancement Seminars, Virtual Learning, Self

Individual Coursework

 

X

X

X

X

X

 

International HRM

UGB369

Core

 

Lectures, Workshops, Learning Enhancement Seminars, Virtual Learning, Self

Presentation and Report

X

X

X

X

 

X

X


 

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. 

 

 

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. The skills which this programme has been designed to develop include:

  • A working knowledge of the role and application of HR policies and practice;
  • Operation and limitations of policy & procedure in the workplace.
  • Knowledge of Employment Law and how it impacts the work environment
  • Employability Skills
  • The ability to collect, analyse, and evaluate HR data and draw conclusions and make recommendations for improvement to service provision
  • Opportunity to apply for HR placements
  • Partial accreditation towards CIPD Intermediate qualifications.

 

For information about other opportunities available to our students who study on campus, click here http://www.sunderland.ac.uk/   Additional opportunities to develop your experiences more widely will vary if you study at one of our partner colleges. For information about the extra-curricular activities available in any of our colleges please contact the college direct. 

 

Particular features of the qualification: N/A

 

Professional statutory or regulatory body (PSRB) accreditation 

On campus - The modules within this Programme at Stage 2 & 3 are subject to accreditation from the Chartered Institute of Personnel & Development and will give students some credits towards the Intermediate Level of membership. Whilst studying on the Programme students can apply for student membership.

 

 

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 Human Resource Management

Ordinary degree, Level 6

Name: BA Business and Applied Human Resource Management

Bachelors degree with Honours, Level 6

Name: BA (Hons) Business and Applied Human Resource Management

Programme regulations

Name of programme: Business and Human Resource Management

Award title: BA (Hons)

Level of award: 6

Interim or Exit Awards: Certificate in Business

Diploma in Business and Human Resource Management

BA Business and Human Resource Management

 

Professional statutory or regulatory body (PSRB) accreditation: Credits towards CIPD Intermediate Level.

 

These programme regulations should be read in conjunction with the university regulations to be found here.

Note that module lists may change from year to year

 

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 Management

BA (Hons) Business and Financial Management

BA (Hons) Business and Marketing Management

 

Programme-specific regulations

6.1.3 Exit 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.

 

Interim award title: Certificate of Higher Education in Business

 

 

Stage 2:

UGB249 Contemporary Developments in HR (20 Credits)

UGB251 Employment Cycle (20 Credits)

UGB260 Personal and Professional Development (20 Credits)

UGB262 Quality Management for Organisational Excellence (20 Credits)

UGB264 Business ESR (20 Credits)

UGB268 Designing Learning and Development (20 Credits)

 

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

BA (Hons) Business and Applied Human Resource Management

 

Programme-specific regulations

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

 

Stage 3:

UGB350 Exploring Equality and Diversity (20 Credits)

UGB351 Contemporary Employee Relations (20 Credits)

UGB361 Developing the Reflexive Practitioner (20 Credits)

UGB369 International HRM (20 Credits)

UGB370 Applied HR Project (20 Credits)

UGB371 Managing and Leading Change (20 Credits)

 

Programme-specific regulations

There are no programme-specific regulations for Stage 3 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 Human 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? Certificate in Human Resource Management/Diploma in Human

Resource Management

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. In the university as a whole: 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?

University Library & Study Skills support 

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 which allows students to be involved in higher-level plans for teaching and learning. At university level, 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.

 

Undergraduate programmes only: 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 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. The subject benchmark(s) for this programme is/are: Subject Benchmark Statement:

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

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

 

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 which 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. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle.

 

For further information about our quality processes can be found here.

 

 

 

 


ANNEX – PREVIOUS PROGRAMME INFORMATION

 

BA (Hons) Business and Human Resource Management – Learning Outcomes by Stage

 

Learning Outcomes Stage 1 – skills              

S1Employ a range of subject specific skills in relation to the world of business, including not-for-profit organisations and business start-up.

S2Exercise judgement in the planning and control of tasks.

S3Accept responsibility and accountability within pre-determined parameters for the achievement of personal and group outcomes.

 

Learning Outcomes Stage 1 – knowledge  

K1Acquire and apply a broad knowledge base incorporating theoretical concepts with the field of business and management in an international context.

K2Have knowledge and understanding of business-related information in cross-cultural contexts.

K3Determine solutions to a range of business and management problems.

 

Learning Outcomes Stage 2 – skills

S4Generate ideas within the field of business regionally, nationally and internationally through the analysis of information and concepts at a practical and abstract level.

S5Command wide ranging specialised academic, technical and creative skills with regard to the world of business and management in an international context.

S6Analyse, synthesise and evaluate a range of business information.

S7Diagnose problems, design solutions in a range of business areas, including business start-up.

S8Demonstrate independent academic research skills.

 

Learning Outcomes Stage 2 – knowledge

K4 Demonstrate understanding within the field of Human Resources

 

Learning Outcomes Stage 3 – skills

S9Critically apply a range of Business Management theories in an international context.

S10Integrate and critically evaluate a range of business arguments and evidence in an international context.

S11Critically evaluate a range of business models and concepts in business and management areas outside the core programme.

S12Apply business skills to a range of organisations from business start-up to large global enterprises.

S13Demonstrate expertise in applying independent research skills

 

Learning Outcomes Stage 3 – knowledge

K5Demonstrate understanding of relevant contemporary theories and concepts across a range of business areas including business start-up.

K6Appreciate the significance of the global environment on business and management at regional, national and international levels.

K7Integrate and critically evaluate a range of debates and issues within human resource management.

K8Analyse, synthesise and evaluate key elements of human resource management.

K9Critically evaluate a range of models and concepts in business areas outside the core of the programme and apply them to specific business situations

 

 

 

 

 

 

 

 

BA (Hons) Business and Human Resource Management – Programme Structure

 

Stage 1:

Students take the following compulsory modules:

On-Campus Only

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)

 

SEGi Only

UGB116 Employability Skills (20 credits)

UGB117 Contemporary Debates in Business Management (20 credits)

UGB120 Understanding the Business Environment Part I (20 Credits)

UGB121 Understanding the Business Environment Part II (20 Credits)

UGB122 Understanding Business Part I (20 credits)

UGB123 Understanding Business Part II (20 credits)

 

Other Delivery Sites

UGB116 Employability Skills (20 credits)

UGB117 Contemporary Debates in Business Management (20 credits)

UGB118 Understanding the Business Environment (40 credits)

UGB119 Understanding Business (40 credits)

 

 

Stage 2:

Students take the following compulsory modules: 

UGB202 Introduction to Strategic Management (20 Credits)

UGB239 Developing Career Prospects (20 Credits)

UGB247 Responsible Business (20 Credits)

UGB249 Contemporary Developments in HR (20 Credits)

UGB250 Applying Professional Practice (20 Credits)

UGB251 Employment Cycle (20 Credits)

 

Stage 3:

Students take the following compulsory modules:

UGB331 Applying Critical Reflective Practice (20 Credits)

UGB350 Exploring Equality and Diversity (20 Credits)

UGB351 Contemporary Employee Relations (20 credits)

UGB352 Learning and Development (20 credits)

UGB353 Human Resource Dissertation (40 credits)


BA (Hons) Business and Human Resource Management – Matrix of Modes of Teaching, Learning and Assessment and Assessment of Learning Outcomes: Stage 1 (on-campus)

 

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 alignment sessions, Virtual Learning, Self-directed Study/Independent Study

Management Skills Report

Professional Development Report

 

X

X

X

X

 

Introduction to Marketing

UGB161

Core

Lectures, Workshops, Learning alignment sessions, Virtual Learning, Self-directed Study/Independent Study

Report

 

 

 

X

X

X

Introduction to HRM and Talent Development

UGB162

Core

Lectures, Workshops, Learning alignment sessions, 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 alignment sessions, 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 alignment sessions, Virtual Learning, Self-directed Study/Independent Study

Academic Poster

 

X

X

X

X

 

Introduction to Business Operations and Services

UGB165

Core

Lectures, Workshops, Learning alignment sessions, Virtual Learning, Self-directed Study/Independent Study

Report

X

X

X

X

X

X

 

 

 

 


Matrix of Modes of Teaching, Learning and Assessment and Assessment of Learning Outcomes: Stage 1 (other delivery sites)

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S1

S2

S3

K1

K2

K3

Employability Skills

 

UGB116

Core

Directed Study; Group Work, Lecture, Self-directed, Study/Independent Learning, Seminar; Surgery; Workshop; Individual Based Work; Preparation for Workshops/assignments; Presentations; Virtual Learning.

Coursework

 

X

 

X

 

X

 

 

 

 

 

X

Contemporary Debates in Business Management

UGB117

Core

Directed Study; Group Work; Lecture; Self-Directed Study/  Independent Learning; Seminar; Surgery; Workshop; Individual Based Work; Preparation for Workshops/assignments; Debates; Critical Thinking Trios; Virtual Learning

 

Coursework

 

 

 

 

 

X

 

 

 

X

 

X

 

Understanding the Business Environment

UGB118

Core

Case Study; Directed Study; Group Work; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Workshop; Plenary Session; Newspaper/Journal articles; Individual Based Work; Preparation for Workshops/assignments Virtual Learning.

 

Group Paper; Group Presentation; Individual Report

 

 

 

 

 

X

 

X

 

X

 

X

Understanding Business

UGB119

Core

Case Study; Directed Study; Group Work; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Tutorials; Workshop; Plenary Session; Computer Based ; Individual Based Work; Preparation for Workshops/assignments; Presentations;  Virtual Learning.

Individual Report; Group Report

 

X

 

X

 

X

 

X

 

 

 

X

Understanding The Business Environment – Part 1

UGB120

Core (SEGi only)

Debates, Lectures, Seminars, Virtual Learning, Surgeries, Self-Directed Study/Independent Learning.

Group Paper; Group Presentation

 

 

 

 

 

X

 

 

X

 

X

 

 

 

Understanding The Business Environment – Part 2

UGB121

Core (SEGi only)

Debates, Lectures, Seminars, Virtual Learning, Surgeries, Self-Directed Study/Independent Learning.

Coursework

 

 

 

 

 

X

 

X

 

X

 

 

Understanding Business – Part 1

UGB122

Core (SEGi only)

Debates, Lectures, Seminars, Virtual Learning, Surgeries, Self-Directed Study/Independent Learning.

Coursework

 

X

 

X

 

X

 

X

 

 

 

Understanding Business – Part 2

UGB123

Core (SEGi only)

Debates, Lectures, Seminars, Virtual Learning, Surgeries, Self-Directed Study/Independent Learning.

Group Report; Group Presentation

 

X

 

X

 

X

 

X

 

 

 

X

 


Matrix of Modes of Teaching, Learning and Assessment and Assessment of Learning Outcomes: Stage 2

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S4

S5

S6

S7

S8

K4

Introduction to Strategic Management

UGB202

Core

Directed Study; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Individual Based Work; Preparation for Workshops/assignments Virtual Learning.

 

Examination

 

 

 

 

 

 

X

 

X

 

X

 

X

Developing Career Prospects

UGB239

Core

Directed Study; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Workshop; Newspaper/Journal articles; Computer Based; Individual Based Work; Preparation for Workshops/assignments; Presentations; Virtual Learning.

 

  Coursework

 

 

 

X

 

X

 

 

 

 

 

 

Responsible Business

UGB247

Core

Case Study; Directed Study ; Group Work; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Plenary Session; Newspaper/Journal articles; Individual Based Work; Preparation for Workshops/assignments; Virtual Learning.

 

Coursework

 

 

X

 

 

X

 

 

X

 

 

X

 

 

X

 

 

X

Contemporary Developments in HR

UGB249

Core

Directed Study; Group Work; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Tutorials; Plenary Session; Directed Revision; Individual Based Work; Preparation for Workshops/assignments; Virtual Learning.

 

Coursework

 

X

 

 

 

 

 

X

 

X

 

 

X

Applying Professional Practice

UGB250

Core

Directed Study; Group Work; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Tutorials; Plenary Session; Directed Revision; Individual Based Work; Preparation for Workshops/assignments; Virtual Learning.

 

Presentation; Coursework

 

X

 

 

 

 

 

 

X

 

 

X

 

X

 

Employment Cycle

UGB251

Core

Directed Study; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Workshop; Newspaper/Journal articles; Computer Based; Individual Based Work; Preparation for Workshops/assignments; Presentations; Virtual Learning.

 

Presentation; Coursework

 

X

 

 

 

 

 

 

X

 

 

X

 

X

 

 


Matrix of Modes of Teaching, Learning and Assessment and Assessment of Learning Outcomes: Stage 3

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S9

S10

S11

S12

S13

K5

K6

K7

K8

K9

Applying Critical Reflective Practice

UGB331

Core

Directed Study; Lecture; Self-Directed Study/Independent Learning; Seminar; Tutorials; SUNSPACE; Workshop; Computer Based ; Individual Based Work; Preparation for Workshops/assignments

 

Coursework

 

 

 

 

 

X

 

 

 

 

X

 

X

 

 

 

 

X

 

X

 

X

Exploring Equality and Diversity

UGB350

Core

Directed Study; Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Tutorials; SUNSPACE; Plenary Session; Directed Revision; Individual Based Work; Preparation for Workshops/assignments; Virtual   Learning

Coursework

X

X

 

 

 

 

 

 

X

 

X

 

 

 

 

 

 

Contemporary Employee Relations

UGB351

Core

Directed Study;  Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Tutorials; SUNSPACE; Plenary Session; Directed Revision; Individual Based Work; Preparation for Workshops/assignments; Virtual   Learning

Coursework

X

X

 

 

 

 

 

X

 

X

 

 

 

 

X

 

X

 

X

Learning and Development

UGB352

Core

Directed Study;  Lecture; Self-Directed Study/Independent Learning; Seminar; Surgery; Tutorials; SUNSPACE; Plenary Session; Directed Revision; Individual Based Work; Preparation for Workshops/assignments; Virtual   Learning

Coursework

 

 

 

 

 

X

 

 

 

 

X

 

X

 

 

 

X

 

X

 

X

Human Resources Dissertation

UGB353

Core

Directed Study: workshops. Consideration of HR journal articles leading to classroom debate. Pre-reading of HR topics feeding into research workshops. Allocation of research supervisors to students and individual meetings from proposal to HR dissertation completion.

Coursework; Dissertation

X

X

X

X

X

 

X

X

X

X