Attachments

 

1.gif

 

 

BSc (HONS) DIGITAL MARKETING

 

PROGRAMME SPECIFICATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version History

 

Version

Occasion of Change

Change Author

Last Modified

1

Approval Event

 

April 2019

2

Response to Panel Requirements

Alan Charlesworth

June 2019

 

 

 

 

 


SECTION A:CORE INFORMATION

 

  1.  

Name of programme:

Digital Marketing

 

  1.  

Award title:

BSc Honours

 

  1.  

Programme linkage:

 

No

 

  1.  

Is the programme a top-up only?

 

No

  1.  

Does the programme have a Foundation Year (Level 3) associated with it so that students enter for a four-year programme and progress directly from the Foundation Year to Level  1 without having to re-apply?

 

No

 

  1.  

Level of award:

 

Level 6

  1.  

Awarding Body:

University of Sunderland

 

  1.  

Department:

Business

 

  1.  

Programme Studies Board:

Undergraduate Business and Management

 

  1.  

Programme Leader:

 

Alan Charlesworth

 


  1. How and where can I study the programme?

 

At Sunderland:

 

Full-time on campus

Part-time on campus

 

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

 

At the University of Sunderland London campus: 

 

Full-time on campus

 

Part-time on campus

 

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

 

At a partner college:

 

Full-time in the UK 

 

Part-time in the UK

 

Full-time overseas

 

Part-time overseas

 

By distance learning

 

As a full-time sandwich course in the UK

 

As a part-time sandwich course in the UK

 

As a full-time sandwich course overseas

 

As a part-time sandwich course overseas

 

As work-based learning full-time in the UK 

 

As work-based learning part-time overseas

 

Other (please specify)

 

 

  1. How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

2 Years

6 Years

Part-time

 

 

Distance learning

 

 

Work-based learning

 

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University.


SECTION B:FURTHER CORE INFORMATION 

 

  1. Learning and teaching strategy

 

The introduction of a BSc Digital Marketing degree with accelerated delivery will appeal to high quality students who can dedicate 24 consecutive months to participation in the programme and so complete the requirements of an undergraduate degree programme in two academic years.

 

Underpinning Philosophy

The underpinning learning and teaching philosophy of the programme is designed in line with the University of Sunderland Integrated Curriculum Design Framework (i-design) to promote employability, develop UoS  graduate attributes, promote innovation in teaching delivery and assessment, create an environment of engagement and partnership and ensure that teaching and learning is enhanced by the integration of research.

 

Our aim is to ensure the approach to teaching and learning on the Programme is ‘engaging’ for students. This means that the learning journey is taken beyond consultation or participation, and is instead a rich and active partnership where students work alongside staff and other students as partners.  Our philosophy is to ensure that Sunderland Business School provides an environment within which students, staff and other stakeholders involved in the learning journey engage in ongoing narrative that aims to bring about demonstrable enhancement of the educational experience, the student learning journey, and student knowledge and skill levels.  This requires that we continuously improve our learning environment based on personal engagement with students, collaboration between students, academic staff and other stakeholders.  It is where students are seen as an active part of the system because they are ‘experts in their own student experience’.  It is an explicit intention to ensure students are encouraged, inspired and motivated by their learning and they see the relevance of what they have learned so they are able to better apply that in the module assessment process, across the programme holistically and importantly, to connect the relevance of their learning to their future career to enhance employability.

 

The philosophy adopts what is classed as a 'Learning Centred Paradigm' i.e. it situates learners at the centre of their learning journey. It empowers and motivates students, creates engagement, enhances satisfaction and supports student achievement and ultimately effective performance in the workplace. Importantly, it considers students as partners in the learning journey. Partnership is framed as ‘a process of student engagement, understood as staff, students’ and employers learning and working together to foster engaged student learning and engaging learning and teaching enhancement. It demands all participants are actively engaged in and stand to gain from the process of learning and working together’ (HEA, 2014 p.10). The approach is positively linked with learning gain and achievement, is sophisticated in its approach and offers a more authentic relationship between students, academic staff and employers, with the explicit intention of delivering a genuinely transformative learning experience for all (HEA, 2014: Cook-Sather, Bovill and Felten, 2014).

 

Our philosophy will do the following:

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

 

This philosophy impacts on the approaches to teaching and learning and actively promotes the use of inquiry based learning through the use of problem based learning approaches.

 

Encouraging Student Engagement

In order to achieve this as an inclusive curriculum, we will provide the opportunity for all learners to co-construct new knowledge, in an environment where individual levels of intellectual development become a tangible part of learning outcomes. Our philosophical vision is to ensure Sunderland Business School provides an environment within which all social interaction and dialogue informs and encourages students to make meaning of their context, their learning needs and a capacity for reflection on their learning ability, which means they can be proactive about the concept of individual achievement.

 

Students’ learning will be enhanced by contributions from guest speakers.

 

The Philosophy and Research

Critical inquiry underpins the basis of all question-led research, yet acknowledges the value of tacit knowledge in practice. We are keen to instil values of ethical and professional practice in all our research activity to ensure that students can not only apply their intellectual skills but also understand the wider implications of them in practice.

A research led, research oriented, research tutored and research based curriculum will be strategically aligned with the curriculum.

 

  1. Retention strategy

Retention is a key priority of the Faculty of Business, Law and Tourism and students are supported with a robust personal tutor system plus close links between module and programme leaders and the students on their learning journey.

The Faculty also has a dedicated retention and progression team who are based in the faculty and who engage proactively with students where there are felt to be concerns over retention.

Today’s students have to juggle a number of priorities in their lives, both inside and outside the University. To ensure the student has the best possible environment in which to academically flourish we would make full use of the university support functions where needed in such areas as financial advice and student counselling. Given the intensive nature of this proposed programme, the Faculty’s experience in student support will have a part to play in its students’ successful completion of their two years of study. Where circumstance are impacting on the students ability to perform at their best, the Exceptional Circumstances Panel will review any issue which has adversely, through no fault of their own, impacted upon the student and inform the assessment boards of their opinion.

Students will be counselled by their programme leader with regard to their progress after each semester and where it is felt necessary guided towards a three-year Undergraduate Business programme (e.g. BA Business and Marketing Management or BA Marketing) should the pace of the programme be causing progression issues. The point of entry onto one of the 3-year programmes will be assessed on an individual student basis however it is possible that some of the credits earned cannot be transferred.

 

 

  1. Any other information

Candidates will be taught within the usual academic cycle for two trimesters (aligning with the current semesterised delivery of programmes) within each year of study, ensuring cohesion with the usual University cycle and integration with the overall student experience. Within the third trimester they undertake work-based experience and project activity, having been intensely prepared with specialist input in the preceding trimester.

Note that as the term ‘trimester’ is not commonly used by students, academic or administrative staff, to differentiate periods of study on this programme it is proposed that the term ‘phase’ be adopted for each of the 6 calendar periods of delivery.

As the programme runs on a different cycle to the normal delivery of a three year degree, Assessment Boards will be as follows:

Module Assessment Boards will take place at the end of each semester as per standard University practice.

Programme Assessment Boards: Progression will take place after 180 credits as described within the programme specific regulations. The final (award) board will take place after completion all modules. For a student enrolling on a September intake this will mean the Programme Assessment Board will usually take place after twelve and twenty four months. This reflects the two year/three semesters per year rather than three year/two semesters per year delivery cycle. Students judged to be in poor academic standing, i.e. to have failed module(s), will be considered exceptionally by a Programme Assessment Board at the end of level 4 and level 5 of the programme.

 

 

SECTION C:TEACHING AND LEARNING

 

  1. What is the programme about?

 

  1. The role of digital technology in marketing tactics and strategies, and how it can enhance traditional marketing models to better meet the needs of customers and consumers’.
  2. Digital marketing tactics.
  3. Digital marketing strategies.
  4. Identifying when elements of digital marketing are more effective than offline marketing – and where they have limited usefulness. This follows Michael Porter’s edict that; ‘The essence of strategy is choosing what not to do’
  5. Using digital data to measure past marketing efforts and improve those in the future.
  6. Developing digital marketing practitioners who act and behave as an informed management professionals.

 

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

 

Learning Outcomes Level 4 – Skills  

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

S1.Display the ability to motivate, communicate, and 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.

 

Learning Outcomes Level 4 – Knowledge

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

K1. An introductory knowledge and understanding of the major theories, models and concepts in marketing and digital marketing.

K2.  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 Level 5 – Skills

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

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

S5.Development and organization of self and others, within a business setting and in academia, to achieve successful business and personal outcomes.

 

Learning Outcomes Level 5 – Knowledge

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

K3. An analytical understanding of a wide range of theories, models and concepts used in effective digital marketing.

K4. A detailed and critical understanding of the issues and problems in which the theories, models and concepts may be applied to achieve effective digital marketing in practice.              

K5. 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 Level 6 – Skills

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

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 digital marketing 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, evaluate, and apply a range of ideas and solutions for contemporary digital marketing scenarios.

 

Learning Outcomes Level 6 – Knowledge

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

K6. Critically evaluate and synthesise ideas, concepts and practices from all elements of digital marketing.

K7. Critically evaluate situations and environments in which digital marketing tactics and strategies are best applied.

K8. Show 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 – 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 Level  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.

 

 

 

 

  1. What will the programme consist of?

Level 4 The aim of Level 4 is to help students in their personal and professional development, introduce key skills in managing and leading people and lay the foundations for the study of digital marketing. This level has three 20-credit modules and one 60-credit module, they are: 

Essential Study and Employment Skills (20 credits) which aims to develop student’s ability in ‘learning to learn’ and to consider the start of their personal and professional development as potential managers and leaders; Introduction to Marketing (20 credits) which presents the core concepts of marketing and marketing planning; Introduction to Managing and Leading People (20 credits) which aims to develop an understanding of the foundations for the study of management and leadership; and Introduction to Digital Marketing (60 credits) which establishes the key elements of digital marketing.

Level 5 This level develops the themes presented in Level 4 with three taught 20 credit modules which follow the first 60 credit work-based learning module, they are:

Applied Operations Project (60 credits) an applied operations module which will be linked to work experience designed to give insight into the actuality of digital marketing at operational level and assessed through a work-based project; Personal and Professional Development (20 credits) which develops from the Level  1 module of Essential Study and Employment Skills; Marketing Management and Metrics (20 credits) builds on the Level  1 marketing module by considering the management of marketing practice; and Digital Marketing in Practice (20 credits) builds on some subject areas introduced in the level 4 module and adds other more complex elements of the subject.

 

Level 6 This level will further develop your ability to critically evaluate and apply key knowledge and skills gained in the previous level s, starting with three taught 20 credit modules and completed by a final 60 credit module, they are:

Branding and Reputation Management (20 credits) considers in depth an aspect of marketing with close associations to digital marketing; Digital Analytics for Marketing (20 credits) takes students from the origins of digital analytics, through the sources of data to its analysis and application;  Strategic Digital Marketing (20 credits) Building on prior learning of the various elements and applications of digital marketing, this module revisits those elements - and introduces others - in a strategic context; and Applied Strategy Project (60 credits) which is linked to work experience designed to give insight into the higher level decision making imperatives of digital marketing management at strategic level and assessed through a work-based project.

 

  1. How will I be taught?

 

Scheduled teaching activities

Independent study

Placement

 

This programme is taught over a twenty four month period. The schedule of teaching is as follows:

 

Year one/Stage 1:

September - JanuaryThree taught modules (60 level 4 credits).

February – JuneOne taught module (60 level 4 credits).

June - AugustOne work-based learning module (60 level 5 credits).

 

Year two/Stage 2:

September - JanuaryThree taught modules (60 level 5 credits).

February - JuneThree taught modules (60 level 6 credits).

June - AugustOne work-based learning module (60 level 6 credits).

 

Of the 10 taught modules, six are currently delivered in the business school and have a track record of success in delivering high quality and engaging education with a variety delivery modes and assessment styles. The four new modules are subject-specific and exclusive to the programme. All modules have a module leader who will act as the focal point of contact for students. The modules are supported by a virtual learning environment (VLE) which contains all essential material for the module and in addition allows interaction to take place between tutors and students. The two applied project modules are designed exclusively for a suite of 2-year programmes at the Business School. However, they are developed from many years successful experience in delivering work-based placement and internship experiences to students across a range of industrial and service sectors. Prior to embarking on the work-based element students will attend research methods and contextualisation of module sessions to prepare for both the experiential element of the module and for the written assessment to be undertaken. All students will be allocated a named tutor as support while on work experience.

 

The student journey on a two year degree is challenging. However this is recognised by the teaching team and at no point in the programme will a student be without contact, support and guidance.

 

A list of the modules in each level 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.

 

  1. How will I be assessed and given feedback?

 

Written examinations

Coursework

Practical assessments

 

The assessment strategy is integral to the teaching and learning philosophy and allows you to demonstrate knowledge, understanding and application of digital marketing principles and concepts. It also allows you to demonstrate skills of criticality and evaluation within a digital marketing 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 Level 4 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 Level 4 additional resource will be devoted to this in order for students to build confidence and benchmark their achievements. At Levels 5 and 6 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 Levels 4 and 5. At Level 6 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 personal and professional development module makes 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.

 

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.


  1. Teaching, learning and assessment matrix

Level 4

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S1

S2

S3

K1

K2

Essential Study and Employment Skills

UGB160

Core

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

Evaluation and Development Planning Report

Introduction to Marketing

UGB161

Core

Individual Coursework; report

 

 

 

Introduction to Managing and Leading People

UGB164

Core

Academic Poster

Introduction to Digital Marketing

UGB167

Core

Digital collage & MCQ exam

 

 

Level 5

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S4

S5

K3

K4

K5

Applied Operations Project

UGB275

Core

Independent Study, Work-based Learning

Project Report/Portfolio

 

Personal and Professional Development

UGB260

Core

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

 

Portfolio of Evidence and Reflective Essay

 

 

Marketing Management and Metrics

UGB266

Core

Individual Coursework; academic report

 

 

Digital Marketing in Practice

UGB276

Core

Individual Coursework; consultant’s report

 

 

Level 6

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

S6

S7

S8

K6

K7

K8

Branding and Reputation Management

UGB367

Core

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

Individual Coursework

 

 

Digital Analytics for Marketing

UGB385

Core

Exam

 

 

 

Strategic Digital Marketing

UGB386

Core

Individual Coursework

 

 

Applied Strategy Project

UGB384

Core

Independent Study, Work-based Learning

Project Report/Portfolio

 

 


  1. How does research influence the programme? 

 

The programme is:

 

Research-led where the curriculum emphasises the teaching of the subject content from an academically robust stance i.e. learners acquire knowledge 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. Learners will be engaged in locating, collecting, referencing, critiquing, applying evidence, challenging assumptions, questioning and interpreting contemporary research articles, conference papers and case studies.

 

The programme will also increase students’ employability by augmenting their understanding of digital marketing models concepts and theories – and how they are applied in practice – by encouraging them to also seek valid sources outside academia. As a result of the dynamic nature of marketing on digital platforms and that students will complete one third of the programme in work-based learning, research must take place beyond pure academic research where technological innovations, practice, customer expectations and buyer behaviour can outstrip the publication dates of journal articles. This will include practitioner research (e.g. based on real-time data published by the likes of Google and Nielsen), publications from industry authorities, articles from expert commentators and analysis of contemporary practice which, in itself, may be so innovative as to not yet feature in academic publications.

 

Research-oriented:  the curriculum emphasises the process of knowledge construction in the subject. In research-oriented mode, learners will gain knowledge about the research process by which knowledge is produced.

 

Research-tutored: The programme and curriculum emphasises learning focused on learners discussing published research. Learners are actively engaged in evaluating and critiquing the research of others.

 

Research-based:  The programme and curriculum emphasises learners undertaking inquiry-based and problem based learning. The learning division between lecturer and learner is minimised and the teaching mode is based on cooperation/dialogue.

 

SECTION D:EMPLOYABILITY

 

  1. 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 is designed to develop are outlined in the learning outcomes of the programme. This programme provides high levels of knowledge and skills related to the world of international business.  It has a strong emphasis management practice through work-based learning with the applied modules at levels 5 and 6 providing invaluable experience to carry on to the world of employment. These help you strengthen the six key attributes of being capable, enquiring, creative, enterprising, ethical and global in outlook. The rapidly changing world environment requires focused, highly-skilled, professionals who are adaptable and committed to their ongoing development; proving to current and potential employers that you are serious about your future in this diverse setting and about maintaining your knowledge and skills. Some of your modules help you identify your strengths and aspirations, and plan for personal development. The skills gained will help you when applying for graduate jobs and those who have engaged fully in the programme will be far more competitive in the job market.

 

For information about other opportunities available to our students who study on campus, click here.

 

  1. Particular features of the qualification

 

The notable feature of this programme is the length of time a student needs to take to complete the 360 credits required for an undergraduate honours degree award. The programme is delivered over 24 months rather than the standard three year cycle. In doing so, the student will continue academic studies over the summer period, normally taken as non-attendance time by three year degree students. This will require the student on the BSc Digital Marketing to engage in work-based activities with academic assessment attached and by so doing gain valuable insight into the world of work while building up the necessary modular credits needed to graduate. This programme will be particularly attractive to students with the drive and ambition to graduate earlier than the norm.

 

  1. Professional statutory or regulatory body (PSRB) accreditation.

 

PSRB accreditation is not relevant to this programme 

 

PSRB accreditation is currently being sought for this programme

This programme currently has PSRB accreditation

 

 

The programme is currently accredited until: TBC

 

The relevant PSRB(s) is/are: Chartered Institute of Marketing (CIM)

 

The terms of the accreditation are as follows:

 

Accreditation gives graduates (status / exemption): It is hoped that exemptions from the CIM will be given upon completion of the degree which will can lead to students achieving the CIM Level 6 Diploma in Professional Marketing. Students would need to complete one mandatory CIM module and one elective to achieve the Diploma.  If students complete 1 of these modules then they will achieve a CIM ‘award’.

 

All exemptions are valid for 5 years from graduation but would need to sign up to study within 3 years of graduating and have completed the additional modules within 5 years of graduating this depends upon successful completion of the programme.

 

SECTION E:PROGRAMME STRUCTURE AND REGULATIONS

 

Name of programme:Digital Marketing

Title of final award:BSc with Honours

Interim awards[1]: Certificate in Digital Marketing

Diploma in Digital Marketing

Accreditation: None

 

Stage 1

 

Core modules:

 

Code

Title

Credits

UGB160

Essential Study and Employment Skills

20

UGB161

Introduction to Marketing

20

UGB164

Introduction to Managing and Leading People

20

UGB167

Introduction to Digital Marketing

60

UGB275

Applied Operations Project

60

 

Stage 2

 

Core modules:

 

Code

Title

Credits

UGB260

Personal and Professional Development

20

UGB266

Marketing Management and Metrics

20

UGB276

Digital Marketing in Practice

20

UGB367

Branding and Reputation Management

20

UGB385

Digital Analytics for Marketing

20

UGB386

Strategic Digital Marketing

20

UGB384

Applied Strategy Project

60

 

Regulation 2.1.3 para C


Existing Regulation:

“Credit: a measure of the volume of student learning time required to achieve defined learning outcomes at a given level. A full time undergraduate workload is 120 credits per year representing 1200 hours of notional learning time.”

 

Amendment (addition):

For an accelerated degree programme, the full time undergraduate workload is 180 credits per calendar year representing 1800 hours of notional learning time.

 

Regulation 2.1.3 para G

 

Existing Regulation

“Stage: an indication of the structure of a programme such that each Stage equates to one year of full-time study irrespective of the Level(s) of the modules taken within that Stage. A typical Bachelor’s degree with Honours has three Stages.”

 

Amendment (addition):

For an accelerated degree programme, there will normally be two stages. Stage 1 will equate to 120 credit at Level 4 credits and 60 Level 5 credits; Stage 2 will equate to 60 Level 5 credits and 120 Level 6 credits.

 

Regulation 2.3.1

 

Existing Regulation:

“The study load for a full-time student is 120 credits per year. The maximum load is 140 credits per year, including any failed module trailed under 4.3.3. The maximum study load for a part-time student is 90 credits per year.”

 

Amendment (Replacement)

The study load for a full-time student on an accelerated programme (on BSc Digital Marketing] is 180 credits per year.

 

NB There is no reference to the failed module trailed under 4.3.3 because students on the BSc Digital Marketing programme will not be permitted to trail failed modules.

 

Regulation 3.2

 

Existing Regulation

“Each student must be registered in each year of study for the programme to which he/she has been admitted and for the modules within that programme which he/she is to take. Full-time students must be registered for 120 credits per academic year. Part-time students may register for up to 90 credits.”

 

Amendment (Replacement)

Students registered on the BSc Digital Marketing must be registered for 180 credits per calendar year.

 

Regulation 3.3

 

Existing Regulation

“A student may not register on an undergraduate programme for more than 120 credits in one academic year unless he/she is trailing a failed module in which case he/she may register for 140 credits.”

 

Amendment – Delete

 

Regulation 3.4

 

Existing Regulation

A student who wishes to take additional modules must do so by registering for them separately. This includes registration for a short course or a further programme. Such registration requires the approval of the programme/course/module leader(s) of the student’s original programme and of the student’s additional course of study before he/she may be allowed to register. The assessment of such additional study will not contribute to the assessment of the student’s initial programme of study. A separate fee is charged for any additional study.

 

Amendment – Delete

 

Regulation 3.5

 

Existing Regulation

“At each Stage students must register for modules in line with the programme-specific regulations which specify compulsory modules, optional modules and, where applicable, the provision for a student to take a module of choice from elsewhere in the University. The table below shows the minimum and maximum number of credits which programme-specific regulations may allow students to take from modules at each Level within a given Stage of study. So, for example, at Stage 2 a programme must consist of at least 100 credits of Level 5 modules and not more than 120 credits of Level 5 modules, and may include up to 20 credits of Level 4 modules to make a total of 120 credits for the Stage. Modules from Level 6 or 7 may not be included within a Stage 2 programme of study. Students whose programme-specific regulations do not allow them to take modules from the Level below that at which they are studying may not do so.”

 

Amendment – Delete

 

Regulation 4.3.2

Existing Regulation

When a student has failed a module at both the first attempt and when subsequently reassessed under 4.3.1, he or she may, at the discretion of the Programme Assessment Board and taking into account the recommendations of the Module Assessment Board, attempt that module again, once only, with attendance or in an alternative mode of study as deemed by the Board to be appropriate. In this case the student must remain at the same Stage and may not register to study modules for the next Stage. Up to 120 credits may be repeated in this way. Where applicable students may therefore be studying a full-time programme in part-time mode for one year.  The standard applicable fee is charged.

 

Amendment – Delete

 

Regulation 4.3.3 (a)

 

Existing Regulation

When a student has failed a module at both the first attempt and when subsequently reassessed under 4.3.1, he or she may, at the discretion of the Programme Assessment Board, be permitted to progress to the next Stage of study and to trail a failed module to the value of up to 20 credits in order to attempt that module again, once only, during the next academic year at the next normal occasion of assessment for the module. If timetabling permits, the student may attend lectures and other classes associated with the module during this period.

 

Amendment – Delete

 

Regulation 5.1.1

 

Existing Regulation

A student may not progress to the next Stage of study until he/she has satisfied the requirements of the Stage for which he/she has been registered and he/she may not register for modules from the next Stage until he/she has progressed. Progression must be agreed by the Programme Assessment Board. This includes the provision to allow a student to trail a failed module to the next Stage: such a student must be progressed notwithstanding the trailed fail. 

 

Amendment (Replacement)

The first progression decision for students entering from the start of Stage/Year 1 will be on the completion of the first stage i.e. after the student has had the opportunity to complete 120 Level 4 credits and 60 Level 5 Credits. In light of the number of credits being taken in any one calendar year, students will not be permitted to continue on the BSc Digital Marketing programme having failed a module. Students will be required to transfer onto a 3YFT programme (either BA Business and Marketing Management or BA Marketing) to complete their degree and the standard academic regulations will apply from that point. In order to allow students the opportunity to undertake re-assessment in all modules, students will be exceptionally permitted to progress from stage 1 to stage 2, trailing re-assessment in module WBL275 (60 credits) for completion at the next available opportunity.

 

Regulation 6.5.2

 

Existing Regulation

An Honours degree is awarded on the basis of a weighted mean average of:

• the marks for the best 100 credits obtained at Stage 2 and

• the marks for the best 100 credits obtained at Stage 3.

The mean average for the best 100 credits at each Stage is obtained and then weighted so that the Stage 2 marks are worth 20% and the Stage 3 marks are worth 80%. A final mean average is obtained on the basis of this weighting and this determines the degree classification.

 

Amendment (Replacement)

An honours degree is awarded on the basis of an average of all modules completed at Level 6.

 

SECTION F:ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

 

Entry at Level 4 only. Entry points required: 120.

 

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.

 

All applicants will be interviewed by the programme leader prior to admission to ensure full understanding of the commitment needed to complete the degree within the 24 months and to ensure the students bring the necessary skills and drive to such an intense period of study.

 

The current entry requirement for this programme is as specified in the Fees and Entry Requirements section on the programme page on the University’s website.

 

Can students enter with advanced standing?

 

No

 

If yes, to which Levels?

Level 4

 

Level 5

 

Level 6

 

Level 4

 

 

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.

 

  1. What kind of support and help will there be?
    1. In the department: student support in place in the faculty comprises programme level support from a dedicated programme leader, module leaders for all modules, a personal tutor who will make contact at induction and be available throughout the two years of the programme, student support officer, placement support for the work-based element of the programme and careers guidance led by our principal lecturer in employability supported by an array of central projects and initiatives. Through the University wide library services there is a generic study skills programme located at library.sunderland.ac.uk/skills.

 

  1. In the university as a whole:

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

 

  1. What resources will I have access to?

 

On campus

 

General Teaching and Learning Space

IT

Library

VLE

Laboratory

 

Studio

 

Performance space

 

Other specialist

 

Technical resources 

 

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:

  • 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.
  • Digital Skills Support including:  videos, webinars and Skype sessions, digital 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. 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.
  • Dissertation workshops - Dissertation skills support will be provided at appropriate times and levels of study 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

 

Information about the University’s facilities can be found here.

 

  1. 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.

Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below)

 

Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below)

 

 

  1. How are student views represented?

All taught programmes in the University have student representatives for each Level (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 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.

 

 

SECTION G:QUALITY MANAGEMENT 

 

  1. 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 are: Business and Management 2015

 

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.

 

  1. 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 Level 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 Levels 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 (including award):

Digital Marketing

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

 

Qualification Aim:

e.g. Foundation degree of Science, Bachelor of Arts (Honours)

BSc (Hons)

Qualification Level (NQF level):

6

HECoS Code

See HESA Website https://www.hesa.ac.uk/innovation/hecos

100075

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. If the programme is closed please specify who it is for.

Open

Faculty and School:

Faculty of Business, Law and Tourism

Sunderland Business School

Location of study:

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. This is normally 18 days.  Please indicate if more or less than this number.

 

Programme Leader:

Alan Charlesworth

Academic Team for the programme:

Undergraduate Business

Date of Approval/Modification/Review:

May 2019

Date of next review (QS to complete):

Alan Charlesworth

Accrediting Body or PSRB
If yes please attach a completed PSRB form

No

 

Programme Specific Regulations

If yes, please attach a completed Programme Specific Regulations form

Yes

 

Does this programme come under the Unistats return?

The following are excluded from the Unistats return:

  • Programmes of 120 credits or less (including top ups)
  • ‘Closed’ Courses
  • Programmes of one year’s full-time duration even if they have more than 120 credits
  • Programmes which will be delivered only to overseas students
  • Postgraduate programmes
  • A course that is run as part of an apprenticeship

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:

https://www.hesa.ac.uk/collection/c16061/accreditation_list/

e.g. a short course aimed at registered nurses

No


 

 

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. This should be the same title as the main award unless an alternative is approved via a Programme Specific Regulation.

 

Interim Award Title

Credits Required

Interim Structure

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

1

Certificate in Digital Marketing

120

 

2

Diploma in Digital Marketing

240

 

3

 

 

 

 

2 Mode of Attendance

 

Tick all that apply

Min number of years

Max number of years

Overall length of programme in years/months/weeks

Intake dates (months)

Max and min cohort sizes

01 Full-time*

2

6

2 years/24 months

September

 

31 Part-time*

 

 

 

 

 

 

Sandwich*

 

 

 

 

 

 

Off-campus

 

 

 

 

 

 

On-campus

 

 

 

 

 

 

Distance learning

 

 

 

 

 

 

Work-based learning

 

 

 

 

 

 

Collaborative

 

 

 

 

 

 

Proposed start-date (month/year)

September 2020

Full-time (031)

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. (Note – this includes any work-based learning).

Part-time (031)

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

Sandwich

Please ensure you include the title of the sandwich programme in Section 3

 

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 through the admissions teams or where the programme needs to be advertised on the web.

 

GGTTR

Graduate Teacher Training Registry
Education only, where applicable

 

 

4 Collaborative Provision

UK

 

Overseas

 

Institution

Collaborative Model

Funding Arrangements

 

 

 

 

 

 

 

Does this course offer a sandwich placement?

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

No (delete as appropriate)

Programme Year:

Is this sandwich placement compulsory or optional?

 

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

No (delete as appropriate)

Programme Year:

Is this study abroad year out compulsory or optional?

 

 

5  Major Source of Funding

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

Office for Students (previously known as HEFCE)

Education & Skills Funding Agency (includes Degree Apprenticeships)

 

DfE   https://www.gov.uk/government/organisations/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

 

 

 

Other Funding:

 

– If Other, please specify:

 

 

 

 

6 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

 

 

7 Fees

Where non-standard fees are proposed this will need approval by Fees and Bursaries Group before the programme can be advertised.

Undergraduate:

(Please select option)

Standard

Other (please state): As agreed by the Fees and Bursaries Group

 

Postgraduate:

(Please select option)

Fees stated are for full time programmes

All part-time programmes should be Band 2

Band 1 (classroom) £6000 (Sunderland) £6500 (UoSiL)

Band 2 (mixed) £6500 (Sunderland) £6800 (UoSiL)

Band 3 (laboratory) £7000 (Sunderland) £7200 (UoSiL)

MBA: £11500 (Sunderland) £11500 (UoSiL)

Other: (please state)

 

 

 

 

   DETAILS SUPPLIED BY: Yvonne Dixon-Todd / Alan Charlesworth DATE:**/**/19


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 (i.e. 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

HECoS Code

Academic Team

L4

E

Essential Study and Employment Skills

UGB160

20

C

 

100

 

Joel Arnott

 

 

X200

 

 

E

Introduction to Marketing

UGB161

20

C

 

100

 

Graeme Price

 

 

N500

 

 

E

Introduction to Managing and Leading People

UGB164

20

C

 

100

 

Sarah Robson

 

 

N600

 

 

N

Introduction to Digital Marketing

UGB167

60

C

 

50/50

 

Benjamin Spence

 

 

N500

100075

 

L5

E

Personal and Professional Development

UGB260

20

C

 

100

 

Ian Carr

 

 

N100

 

 

E

Marketing Management and Metrics

UGB266

20

C

 

100

 

Anne Edwards

 

 

N500

 

 

N

Digital Marketing in Practice

UGB276

20

C

 

100

 

Alan Charlesworth

 

 

N500

100075

 

N

Applied Operations Project

UGB275

60

C

 

50/50

 

Joel Arnott

 

 

N100

100078

 

L6

E

Branding and Reputation Management

UGB367

20

C

 

100

 

Graeme Price

 

 

N500

 

 

N

Digital Analytics for Marketing

UGB385

20

C

 

100

 

Alan Charlesworth

 

 

N500

100075

 

N

Strategic Digital Marketing

UGB386

20

C

 

100

 

Alan Charlesworth

 

 

N500

100075

 

N

Applied Strategy Project

UGB384

60

C

 

50/50

 

Joel Arnott

 

 

N100

100078

 

 


[1] Same as main award unless agreed otherwise at validation – eg to meet PSRB requirements