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Quality Handbook

 

 

AQH-B2-3b Postgraduate Programme Specification Template

February 2014

 

 

 

Postgraduate Programme Specification Template

 

MA INVESTIGATIVE MANAGEMENT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

 

Trish Bryans

Jan 17

2.0

Revised post Periodic Review event in line with panel requirements

Trish Bryans

June 17

3.0

Minor Modification to module codes, titles and credits

Paul Dresser

April 18


SECTION A: CORE INFORMATION

 

Name of programme: Investigative Management

Award title: MA

Is this part of a group of linked programmes between which students can transfer at agreed points? (e.g. a group of programmes with a common set of taught modules): NO

Is the programme a top-up only?  NO

Level of award: 7

Awarding body: University of Sunderland

Which department is it in? Faculty of Business, Law and Tourism

Programme Studies Board: Corporate and Work Based Learning

Programme Leader: Dr. Paul Dresser

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

 

 

How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

 

 

Part-time

2

6

Distance learning

 

 

Work-based learning

 

 

 

 

SECTION B – FURTHER CORE INFORMATION

Use Outline Programme Proposal Form for ADC, for questions 12 to 23

 

Learning and Teaching Strategy.

All the postgraduate management programmes are vocational in the sense that they are clearly aimed at helping graduates’ careers. The programme is clearly linked to professional leads and speakers programme that aims to give students access to key learning within the sector. Various practitioner-based Academic Tutors are also ex-investigators from the police service and have incorporated their contextual understanding of the vocational aspects of learning and development to inform and enhance course design and delivery.

 

To provide a high quality, appropriately resourced, safe and healthy learning environment for all members of the academic learning community based on an understanding of how learners learn and continuously improve quality in all aspects of academic delivery

 

As noted above, a number of modules within the curriculum are directly related to staff research/reach-out/professional activity. Additionally, a number of staff research interests focus on Management and Professional Education and their research directly influences their teaching approaches or the operating practices of the Programme.

 

To support and enable continuous improvement of the learning experience, including the e-learning experience, through a blended approach of learning modes

 

The teaching and learning methodologies are designed to encourage, over the duration of the Programmes, a greater independence within students for taking responsibility for their own learning. The balance of lectures and workshops, the varying uses of the VLE (including self-assessment exercises and asynchronous debates) and the incorporation of self-directed study into the modules all contribute to the development of independent learners. In addition, extra-curricular activities such as organisational visits and guest speaker’s programmes encourage students to engage in activities which, although not assessed, contribute directly to their learning and to their career prospects.

 

Retention strategy.

Students are offered tutorials and access to student support mechanisms. The University’s Academic Strategy emphasises the student experience and the postgraduate programmes team has been recognised consistently as providing excellent support to students as evidenced through the feedback obtained at Staff/Student Liaison meetings as well as staff and student feedback at both module and programme level. There are a number of elements relating to student support (both academic and personal) which have contributed to the programme team’s achievements and which continue to be at the centre of all our academic provision. All on campus students will have access to the University's central support services including Counselling, Disability service, Health and Well-being, Chaplaincy, financial support and advice, International Office and the Careers and Employability Service. The Students Union provides an independent service which offers advice and support across the full range of personal and academic issues which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students Union or from University Academic Services. Full details of these services can be found on the University's website. Where appropriate, academic or support staff in the Faculty will sign post students to these specialist services. In addition, students have access to a personal tutor section on the VLE which is an information source for many of these services. The Programme Leader will continue to be available to all students should they require advice or one-to-one support on a particular issue.

 

 

SECTION C - TEACHING AND LEARNING

What is the programme about?

The MA Investigative Management provides the opportunity to study leadership and management theories in the context of work-based investigative practice. The Police Service is currently going through the most radical reforms in modern history in relation to the professionalism of investigative processes and practice. These reforms have brought about changes in the ways in which investigations are led, managed and carried out. This programme aims to reflect upon current problems and future potential solutions within this professional context. The programme has been designed in response to the current sector needs in policing and the structure, content and assessment strategies have been informed through joint discussions between the university team and senior police representatives including the Chair of the Homicide Working Group, the National Lead for Investigative Interviewing, an SIO (Senior Investigating Officer) and an Interview Advisor. Because of the nature of the programme and its sector-based focus, admission to the programme will initially be restricted to:

  • Graduates of the BA Applied Investigation (this includes students with a non-police background)
  • Senior officers with experience of leading and managing investigations, such as SIOs
  • Graduates in the police force with at least 5 years’ experience in investigation
  • Candidates with relevant experience in an investigative role/capacity (including non-police backgrounds)

 

The longer term plan is that both the BA Applied Investigation and the MA Investigative Management will be opened up to other areas of investigation such as customs and excise, fraud, financial and software fraud etc., however in the first instance the model and impact will be tested in this market which is currently engaged.

 

The programme is intended to equip graduates with the ability to contribute towards the future success of investigation and in doing so the programme aims to disseminate the wealth of knowledge and skills available at the University of Sunderland in promoting the expertise available to the policing sector and ensuring the academic and vocational suitability of graduates from this university.

 

The objectives of the MA Investigative Management programme expressed as learning outcomes are designed to be consistent with the Quality Assurance Agency’s Benchmark Statement for postgraduate Business degrees. The outcomes are distinguished as knowledge-based outcomes and transferable skills-based outcomes. Overall, these are to:

  • Provide an opportunity to study investigative management at Masters level in a programme offering academic rigour with a strong focus on critical application and professionalism
  • Develop systematic knowledge and understanding of investigations in the context professional practice
  • Build up a practically oriented and detailed knowledge of management theory that can be readily applied to solving investigation-related problems at a managerial level
  • Enable participants to develop skills to improve investigative performance within their existing or future employment.

 

 

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

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

 

Learning Outcomes Postgraduate Certificate – Skills

S1   be familiar with the purpose, style and format of both primary and secondary sources in academic writing and apply this knowledge to improve the standard of their own academic writing

S2   select, summarise, evaluate and synthesise sources

S3  develop the professional skills and competencies required for managerial responsibilities in investigations.

 

Learning Outcomes Postgraduate Certificate – Knowledge

K1  undertake a critical evaluation of different types of academic motivation, approaches to learning, and their impact on academic success

K2perform a detailed evaluation of the requirements of postgraduate study at Masters Level

K3   critically evaluate the challenges that affect the management of investigations from a range of stakeholder perspectives

K4   critically examine the processes and theories underpinning strategic professional leadership and decision-making

 

Learning Outcomes Postgraduate Diploma – Skills

S4   synthesise information and produce strategic and informed recommendations for professional practice in investigative management

 

Learning Outcomes Postgraduate Diploma – Knowledge

K5   perform a critical evaluation of the advanced state of investigative management practice

K6  complete a detailed evaluation of national contemporary investigative issues, analysing and evaluating localised impact

K7conduct a detailed analysis, synthesis and evaluation of current and developing literature in relation to identified issues

 

Learning Outcomes Masters – Skills

S5    design and undertake appropriate qualitative and quantitative research as necessary to analyse organisation/sector problems

S6   analyse, interpret and critically evaluate information relevant to the research topic

 

Learning Outcomes Masters – Knowledge

K8identify specific substantive problem/issue/tasks within the investigative sector placing them into a strategic context in the research investigations

K9develop expert insight into strategies for the enhancement of organisational performance in the area of investigative management

K10critically evaluate the personal and organisational learning that has taken place during the programme and its impact on the development of skills and competences in the organisation/profession.

 

What will the programme consist of?

The MA Investigative Management is an open course and normally requires between 2 and 5 year’s study on a part-time basis. However, as well as the final award there are two interim awards within this programme. These are:

  • Postgraduate Certificate (PG Cert.) in Investigative Management
  • Postgraduate Diploma (PG Dip.) in Investigative Management

The interim awards are available to those students wishing to leave the course having gained 60 M-level credits (PG.Cert.) or 120M-level credits (PG Dip.) respectively. The MA Investigative Management is acquired by the attainment of 180 M-level credits overall which includes 60 credits from a supervised independent research project.

 

The pattern of delivery involves part-time students studying the three strands of the MA over two academic years. The learning materials will be the same for all students on a module.

 

TERM 1:

TERM 2:

TERM 3:

PG Certificate

PG Diploma

Master of Arts

WBLM12

Advanced Critical Thinking and Applied Research Skills

 

WBLM15

Advanced Investigative Management Proposal

 

WLBM14

Critical Decision-Making in Investigation

 

WBLM13

Professional Leadership and Decision-Making in Investigation

WBLM16

Investigative Management Dissertation

 

 

 

The content of the core modules blend key areas of investigative management so that students gain a solid appreciation of the role and value of professional leadership and management in investigation. The programme development team recognise that students at masters level need to deal with strategic considerations within their career and as such will be equipped to make sound and rational decisions within this complex and important area of investigation. The final phase of the masters’ programme focuses on research. Students will be required to undertake an independent research project that represents one third of their overall degree. Tutor support will be offered to guide them through this process.

 

How will I be taught?

 

Scheduled teaching activities

Independent study

Placement

 

 

A range of teaching and learning methods are employed across each level of the Programmes, as indicated in the table below. These methods encourage learners to develop the intellectual and cognitive skills that are required of all graduates irrespective of their final destination. The diversity of teaching and learning approaches is designed to impart knowledge, to encourage understanding and to provide opportunity for the application of that knowledge to actual or hypothetical situations. It is also intended to foster enthusiasm within the student body.  In addition, the employment of any particular method within modules and across levels will vary so as to cater appropriately for both the subject and the student. That notwithstanding all modules will employ to some extent the following features:

 

Didactic exposition: although this will vary from module to module, and indeed from teacher to teacher, all modules will take advantage of the opportunity for the tutor to explain to the whole class, a concept, to take questions, to outline areas of knowledge, indicate methods of tackling a problem and demonstrate methods of analysis and synthesis of materials. Audio-visual aids will be used as appropriate, such as the use of overhead slides, ‘PowerPoint’ and video. Key points will normally be outlined in handouts.

 

Interactive sessions: whether during seminars or whole group teaching sessions, students will be expected in the course of all modules to interact with each other and/or with the tutor to develop ideas, work on tasks, practice skills or explain material.

 

Research: During induction and the programme, students will be introduced to research techniques. The induction programme contains activities which introduce students to the library (including practical exercises) and to the available electronic sources of information e.g. Emerald. All modules, throughout the Programme, require students to engage in the research of both primary and secondary sources of management information. The level and depth of research required for the completion of modules will then increase as the student progresses throughout their Programme culminating in the final dissertation module.

 

Directed Private Study: This will include reading, preparation for class or for assessment, group activity, revision, and carrying out assessment work. All module guides will provide students with advice in respect of this, and as a minimum will provide details of required reading (for preparation of timetabled sessions and/or for the completion of assessments). Whilst these methods will form the backbone of much of the teaching and learning strategy, the programme may utilise a much wider, more eclectic combination of approaches.

 

As is evident throughout this specification, the VLE has become an important element of the teaching and learning strategy with its specific usage varying from module to module. For distance learning modules our strategic partners may use other Virtual Learning Environment systems to support student learning.  In some instances, the VLE is used mainly as a repository for module documents, such as lecture materials and overhead slides, whilst others involve direct web links, discussion boards and self-assessment exercises. The VLE is part of the programme team’s aim to offer a blended approach to teaching and learning by using a range of tools in the delivery of the modules.

 

Case studies may be used across the Programme and are intended to enable students to develop, inter alia, the ability to;

  •                    Identify the issues in need of research;
  •                    Apply subject specific knowledge to a realistic and/or practical context;
  •                    Make critical judgments of the merits of a particular argument; and
  •                    Present and make reasoned choices between alternative solutions.

The case studies may take the form of real cases or issues in debate at any given moment in time or may be hypothetical problems which are reflective of realistic problems.

 

Self-directed study is included in all modules as a way of encouraging students to take a greater responsibility in respect of their learning experience.

 

The teaching and learning methods adopted take account of the diverse educational backgrounds of students and also consider students with special needs and specific learning difficulties, the VLE being particularly helpful in this respect.  It has been noted for example that some International students are happier engaging in on-line discussions then they might be in face-to-face debates in workshops. The Business and Law team recognises the importance of appropriate support and guidance, for all students, in the overall teaching and learning strategy. The ability of students to make the most of the learning opportunities offered to them may be adversely affected by non-academic factors and this document outlines the provisions within the Programmes, School and the wider University which are available.

 

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

 

How will I be assessed and given feedback?

 

 

 

Coursework

Practical assessments

 

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 that 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 assessment strategy adopted on the programme is designed to;

  • Ensure that all graduates have achieved the learning outcomes for the Programmes. Module Learning Outcomes are directly related to Programme Learning Outcomes and all assessments indicate which Module Learning Outcome they are assessing.
  • Assess achievement, both formatively and summatively over the whole of the degree programme.
  • Distinguish between levels of achievement and reward attainment of objectives
  • Utilise a range of assessment methods and techniques which engage student interest and foster enthusiasm for the subject.

 

Students are informed, via Module Guides, of the nature, timing and criteria for each assessment used.  The programme leaders work with staff to ensure that the deadlines for assessed work are spread across the assessment period.  All assessments are internally moderated by designated members of the team and by the relevant External Examiners before issue.  Careful moderation processes and scrutiny of assessment ensure equivalence of standard and appropriateness of assessment for measuring outcomes. An internal and external moderation operates likewise with regard to completed student work.

 

The programme utilises a range of methods to assess the learning outcomes of the programme and the modules. 

Formative assessment is utilised throughout the programme and will take place through the  adoption of a range of approaches which are detailed in the module descriptors, indicatively these approaches may include: group work, observations, individual or group presentations, student conferences, round table debates, blog/journal activities, discussion board questions and feedback, peer review, question and answer sessions, debriefing exercises, Socratic seminars, role play, progression tests, assignment discussion, case study activity and theory/practice related discussions. 

Summative assessment will be conducted for each module.  The marking criteria will be followed throughout assessments.  All assignments are designed to test students’ understanding of theory and applied perspectives and their ability to use this appropriately to critically analyse individual and/or organisational practices, evaluating current practice and research.

 

Students are required to demonstrate self-reflection and reflective practice where appropriate and to demonstrate reflexivity in relation to rigorous exploration of their beliefs and behaviours as individuals who critically analyse situations and theory.  It is recognised that not all subjects lend themselves to this approach, but the programme as a whole will present many opportunities for students to demonstrate these skills.

Students will be provided with feedback on their assignments to help them prepare later assessments.

Summative Assessments may include: reports, case studies, essays, professional projects, written reflections, presentations and portfolios.  Specific details related to the assessment approach will be noted in the module descriptors. Examples include:

  • In WBLM16 the summative assessment is a dissertation and an accompanying artefact. In a formative task, students complete an impact statement which requires them to reflect on how they will ensure their research findings are put into practice in the workplace.
  • In WBLM15, the summative assessment requires students to research an aspect of professional practice, writing up their results in an article of publishable quality. In the formative assessment students research appropriate journals and familiarise themselves with their content, format, style requirements. They summarise notes for contributors, justify their choice of journal and note recent publications on the subject. This not only ensures that their summative assessment for this module is written appropriately, this task also helps prepare students for the literature search required in the dissertation for WBLM16.

 

The assessment strategy requires the use of a diverse range of methods; research assignments, case studies, essays, presentations and reports offering the opportunity for students to demonstrate knowledge, understanding and application of both theory and practice. Such methods will also allow students to indicate both the breadth and depth of their directed and independent research.  Case studies, based on real or hypothetical facts of varying degrees of complexity, may be used across the programme. Whilst most are fictional, all have elements of fact within them, and thus students are well schooled and tested in the ability to identify the material details, discuss the relevant theoretical frameworks citing appropriate primary and secondary sources and displaying appropriate skills in writing and evaluation. Students are encouraged to participate in group work, particularly in seminar or workshop activities. Its formal inclusion in assessments however is limited, principally on the grounds that the final qualification is awarded to individual students and thus should be based on individual work.  Where group work is used the module guide will indicate in clear terms how individual performance is assessed. Presentation skills are also an important element of the programme and are utilised frequently within seminars and workshops.

 

The University aims to return marked assessments and feedback within 4 working weeks of the assignment submission date after internal moderation process 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 assessment and the implications of an allegation of academic misconduct.

 

Students should refer to the University Regulations for information on degree classifications.

 

Responsible Leadership, Ethics, Responsibility and Sustainability

 

The Business School has long been an advocate of ethics, responsibility and sustainability (ERS) in the field of business, management and responsible leadership, indeed the School has been cognisant of the Principles for Responsible Management Education (PRME), specifically

Principle 1 – Purpose: developing capabilities of students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable economy

 Principle 3 – Method: create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership Principle 5 - Partnership – interact with managers of business corporations to extend our knowledge of their challenges in meeting social and environmental responsibilities to explore jointly effective approaches to meeting these challenges.

 

We have also given specific attention to the values promoted by the accreditation bodies such as EFMD.  The School has adopted the guiding standard produced by EPAS around ERS to shape its programme and module design and redesign to ensure that ‘all students are provided with a perspective on the role of ERS in modern management and business so that, as future managers, they contribute to societal well-being’. 

 

Underpinning Activities

 

  • Postgraduate programmes have an ERS theme embedded into them.  Our curriculum framework has been developed to include ERS as part of the deliberation process when developing and revising all aspects of pedagogy at the school during the product review and refresh process.
  • We continue to explore the significance of ERS for each specific subject discipline and module and consider how relevant content can be best delivered to enhance the student learning experience
  • Students are employed in Police Forces across the country and are encouraged to share good practice and network with their equivalents in other forces in class discussion and also in the time between taught blocks.
  • ERS is integrated throughout all relevant taught modules (see below for programme specific ERS integration)

 

The programme specifically focuses on ERS in the following modules

 

Module

ERS Activity

WBLM14 

Students are required to reflect on personal and work-based critical incidents which have helped to shape their ‘leader becoming’. Identifying their values and reflecting on their values in action provides the formative tasks for the summative assessment which uses storytelling techniques and visual methods to assess values-based leadership in action.

WBLM12

WBLM16

Students are required to discuss ethical research and professional practice and familiarise themselves with the University’s research ethics policy. They are required to conduct their research in line with these principles and to demonstrate in the final dissertation that they have done so.


MODULE LIST

Award, Route (if applicable) and Level

New/Existing/ Modified 

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose

Assessment weighting %

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

 

JACS Code

Cert

E

Advanced Critical Thinking and Applied Research Skills

WBLM12

30

C

 

100

 

 

 

 

 

 

Dr. John Fulton

 

 

N100

Cert

E

Advanced Investigative Management Proposal

WBLM15

30

 

C

 

 

100

 

Dr. Paul Dresser

 

 

N100

Dip

N

Critical Decision-Making in Investigation

WBLM14

30

C

 

100

Dr. Faye Cosgrove

 

 

N100

Dip

E

Professional Leadership and Decision-making in Investigation

WBLM13

30

C

 

100

TBC

 

 

N100

Masters

E

Investigative Management Dissertation

WBLM16

60

C

 

100

Dr. Paul Dresser

 

 

N100


MATRIX OF MODES OF TEACHING, LEARNING AND ASSESSMENT

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K01

LO K02

LO K03

LO K04

LO K05

LO K06

LO K07

LO K08

LOK09

LOK10

LO S01

LO S02

LO S03

LO S04

LO S05

LO S06

Advanced Critical Thinking and Applied Research Skills

WBLM12

Core

Case study; Debate discussion; Lecture; Self directed study; Seminar; VLE;

Report; Formative – case study/debate/research led inquiry

T D A

T D A

 

 

 

 

 

 

 

 

T D A

T D A

T D A

 

 

 

Professional Leadership and Decision-making in Investigation

WBLM13

Core

Case study; Debate discussion; Lecture; Self directed study; Seminar; VLE

Report; Formative – research led inquiry/case studies/

 

 

T D A

T D A

 

 

 

 

 

 

 

T D A

T D A

 

 

 

Advanced Investigative Management Project

WBLM15

Core

Case study; Debate discussion; Lecture; Self directed study; Seminar; VLE

Report; Formative – Debates/presentations/portfolio tasks

 

 

 

 

T D A

T D A

T D A

 

 

 

 

 

 

T D A

 

 

 

Investigative Management Dissertation

 

WBLM16

Core

Debate discussion; Lecture; Self directed study; VLE; Supervisory meetings

Dissertation Formative – Project Plan; Reflective Commentary

 

 

 

 

 

 

 

T D A

T D A

T D A

 

 

 

T D A

T D A

T D A

Critical Decision-Making In Investigation

WBLM14

Core

Case study; Debate discussion; Lecture; Self directed study; Seminar; VLE

Report; Formative – research led inquiry/case studies

 

 

T D A

T D A

 

 

 

 

 

 

 

T D A

T D A

 

 

 

 

 


How does research influence the programme? 

 

The curriculum includes a broad range of modules based on research in both subject and pedagogy, for example advanced critical thinking, professional leadership and decision-making in investigation with a victim-centred perspective, the theories of professional identity and its impact on investigative behaviour. There is much research and discourse in professional education in relation to the ‘threshold concepts’, which a practitioner needs to grasp to make sense of their professional behaviours. In the context of the professional leadership and decision-making in investigations module, the threshold concepts can be professional identity and reflective practice. To reflect on their own professional identity and how it impacts upon their investigative behaviours, requires the student to critically analyse those crucial moments in their experience when assumptions of professionalism have been challenged. This concept and reflective process has proved to be challenging for some students on the BA Applied Investigation programme, particularly for mid-to-late career investigators and developments in teaching have overcome this issue. The application of long-standing research in autoethnographic storytelling offers the students alternative ways to reflect on assumptions thereby encouraging transformational learning. It is suggested that the incorporation of a storytelling workshop is incorporated into the WBLM13 module to address this issue and stimulate a creative perspective in the mindset of the students, promoting a more complex understanding of their professional identity, thereby positively influencing their practice.

 

SECTION D EMPLOYABILITY

 

How will the programme prepare me for employment?

 

The programme content and learning approach is underpinned by graduate attributes and the University’s Futures employability strategy. The Faculty’s employability strategy is underpinned by the philosophy that graduates will be more employable if they have a clearer understanding of their identity, both self perceived and that which is recognised by others (Holmes, 2013).Our role and the objective of our programmes is to provide our students with opportunities to explore, discover and express their unique identity and to encourage engagement with experiences which will increase self efficacy and provide tangible evidence of their identity and thereby their employability.

 

There is a comprehensive range of curriculum based teaching, learning and assessment strategies which explicitly and implicitly support our employability objectives, providing students with opportunities to explore their values, challenge and grow their intellect, demonstrate their ability achieve performance objectives, and to successfully engage with others, including employers and wider networks.

 

In this part-time programme, students are currently employed, so the emphasis of employability is on the development of career through reflection on experience, networking, building own professional profile and gaining the higher academic qualification.  

 

Activities specific to this programme include:

 

In WBLM15 students critically evaluate an area in investigative management suitable for publication to a peer journal. Alternatively, students have the option to present work which is suitable for a conference (supported by a written submission); thus, raising the confidence and profile of the participants and enhancing employability and career progression.

In WBLM16 students complete an impact statement which requires them to reflect on and plan how they will leverage their work in this module (research dissertation and accompanying artefact) to ensure that they raise their personal and professional profile in the Police Service. For example, entering their research onto the College of Policing’s research map brings them national recognition as it identifies them personally as having expertise in a particular area. Producing an artefact in the form of a briefing note presents the key results of their research to the Chief Constable and /or the Home Office, bringing recognition in their own organisation and/or nationally.

 

The programme is intended to equip graduates with the ability to contribute towards the future success of investigation and in doing so the programme aims to disseminate the wealth of knowledge and skills available at the University of Sunderland in promoting the expertise available to the policing sector and ensuring the academic and vocational suitability of graduates from this university.

 

The objectives of the MA Investigative Management programme expressed as learning outcomes are designed to be consistent with the Quality Assurance Agency’s Benchmark Statement for postgraduate Business degrees. The outcomes are distinguished as knowledge-based outcomes and transferable skills-based outcomes. Overall, these are to:

  • Provide an opportunity to study investigative management at Masters level in a programme offering academic rigour with a strong focus on critical application and professionalism
  • Develop systematic knowledge and understanding of investigations in the context professional practice
  • Build up a practically oriented and detailed knowledge of management theory that can be readily applied to solving investigation-related problems at a managerial level
  • Enable participants to develop skills to improve investigative performance within their existing or future employment.

 

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:

The relevant PSRB(s) is/are:

The terms of the accreditation are as follows:

The programme is recognised as:

There are programme-specific regulations relating to the following: None

 

The modules to be studied

 

Pass-marks for some or all modules and/or parts

(elements) of modules 

 

Placement requirements

 

Attendance requirements

 

Professional practice requirements

 

Final or overall mark for the award  

 

Other 

 

 

 

SECTION E PROGRAMME STRUCTURE AND REGULATIONS

Please complete and insert Part B of the Programme Regulations Form, for questions 37 and 39

 

 

 

 

 

 

 

 

 

SECTION F:ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

What are the admissions requirements?

The admissions policy incorporates the guidance from Corporate and Recruitment Services and Sunderland Business School Recruitment Office (see the University Admissions Policy).

 

Entry point (delete those not required)

Standard entry requirements1

Entry with advanced standing2

Other3

Level 7 (Masters awards) – start of programme*

Graduates of the BA Applied Investigation

OR

Senior officers with experience of leading and managing investigations, such as Senior Investigating Officers (SIO’s)

OR

Graduates within the police force with at least 5 years’ experience in investigation

N/A

N/A

 

*The pre-requisites required for WBLM15 and WBLM16 do not permit students to apply for direct entry.

 

Can students enter with advanced standing?

 

No

 

If yes, to which Stages?

Stage 1

 

Stage 2

 

Stage 3

 

Stage 4

 

 

Entry with Advanced Standing

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?

The University’s Academic Strategy emphasises the student experience and the postgraduate programmes team has been recognised consistently as providing excellent support to students as evidenced through the feedback obtained at Staff/Student Liaison meetings as well as staff and student feedback at both module and programme level.  There are a number of elements relating to student support (both academic and personal) which have contributed to the programme team’s achievements and which continue to be at the centre of all our academic provision.

 

All on campus students will have access to the University's central support services including wellbeing, counselling, disability support, and a Chaplaincy, financial support and advice, International Office and the Careers and Employability Service. The Students Union provides an independent service which offers advice and support across the full range of personal and academic issues which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students Union or from University Academic Services. Full details of these services can be found on the University's website. Where appropriate, academic or support staff in the Faculty will sign post students to these specialist services. In addition, students have access to a personal tutor section on the VLE which is an information source for many of these services. The Programme Leader will continue to be available to all students should they require advice or one-to-one support on a particular issue. In addition guest speakers and company visits will provide support to the students learning experience. Part time students have access to all facilities and efforts are made to accommodate work commitments through alternative communications systems and times.

 

The Induction Programme is intended to introduce students to all aspects of their time at Sunderland – to the staff associated with their programme; to the School; to the wider University and indeed to the study of their programme. The Induction week is an important aspect of the Programme. All students will;

  • Be provided with a Programme Handbook
  • Be introduced to the programme curriculum and to some of the skills involved in the study of their programme
  • Be provided with information on academic referencing including information on the University Regulations on Cheating, Plagiarism and Collusion. 
  • Be provided with information in respect of central University support facilities i.e. student counselling, the Chaplaincy, the Student Office, financial guidance and assistance
  • Be provided with specific guidance of disability support facilities within the University, how these may be accessed and the benefits of so doing
  • Be introduced to the VLE and the support facilities available in relation to the Programme, to modules and to careers services
  • Be given an opportunity to interact with the staff of the Business School and each other and have some fun.

 

The relatively low numbers (around 15) of students allows the Programme Leader to be Personal Tutor for all participants, unless they choose otherwise. Students are provided with contact details and office availability times in the Induction session but also via the Programme handbook and on the VLE site. Due to the block release attendance pattern, tutorials can occur face to face but are more likely to be on email or by telephone. Typically the Personal Tutoring system is ‘driven’ by the students and their support needs, however, it is usual for the Programme Leader (Personal Tutor) to email or telephone all tutees before and after a taught block to check for progress and understanding and allow discussion of any issues.

 

In most instances, and with regard to specific modules, the first point of contact for studies advice will be  the tutors, all of whom are willing to provide advice at the end of formal class contact time, in module surgery sessions (where these form a part of the teaching and learning strategy for the module) and in staff surgery time.  Basic study skills are included in the induction programme, in the Student Handbook and on the VLE. Students are introduced to the use of the VLE as part of the Induction Programme. Various web links are provided to ensure that students have the most up to date information available.

 

Some investigative management students will want to continue their studies after they graduate. This may be further academic study at Ph.D. level or Professional Doctorate. The Graduate Research School and the Careers and Employability Service has a wide range of information available to students should they choose to continue with their studies.

 

 

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 

 

 

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

 

University Library & Study Skills Services, (ULSSS), supports students with the provision of a high quality learning environment, comprehensive print and online resource collections, 1400 study places, 300+ PCs, My Module Resources and study skills support.

 

All students have the full use of the University’s two libraries. The libraries are open extensive hours and are staffed for 59 hours a week, including weekends and evenings.  During core teaching weeks, The Murray library is open 24x7 and St Peter’s library is open until 12 midnight.

 

The ULSSS web site www.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 ULSSS web site and a ‘Live Chat’ function enables student to access library support and help 24/7.

 

My Module Resources https://moduleresources.sunderland.ac.uk/

Module reading lists are live interactive resource lists available from within online module spaces on the VLE 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 and online tutorials. Online assignment drop-ins using Live Chat will be held weekly to engage those students not on campus and provide additional support at the point of contact.
  • 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 continue to cultivate relationships and provide the support necessary in their 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 advise and 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, catering for embedded academic sessions, study groups and 1 to 1 advice. For those studying independently away from the university campus, 1 to 1 support is available via Skype.

 

If an embedded skills session best suits student learning outcomes, academic staff will be asked to complete an online request form so that a session can be arranged.

The request form is available from:                                                                 library.sunderland.ac.uk/services-and-support/services-for-staff/

 

Access to other libraries

There may be occasions when students studying postgraduate programmes would find it useful to use other university libraries for their studies, in addition to the resources available at the University of Sunderland. Postgraduate 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. www.access.sconul.ac.uk

 

Please see the relevant college prospectus or website for details of college learning resources if you are planning to study in one of our partner colleges

 

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)

 

 

How are student views represented?

 

All taught programmes in the University have student representatives for 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.

 

Every two years we participate in the national Postgraduate Taught Experience Survey (PTES) which is run by the Higher Education Academy.

 

 


SECTION G 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. They do not cover all subjects at postgraduate level but those which exist can be found at here.

 

Are there any benchmark statements for this programme?

 

NO

 

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

 

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

 

How are the quality and standards of the programme assured?

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression through the programme, 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 through the programme and the way in which the final award is made, 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

Modification

Full Programme Title:

MA Investigative Management

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

 

Qualification Aim:

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

Masters

Qualification Level (NQF level):

7

JACS 3.0 code

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

N100

Is the programme Open or Closed:

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

Open

Faculty and School:

Business, Law and Tourism

Sunderland Business School

Location of study:

e.g. SAGE, Sunderland in London, Sunderland

Sunderland

Last Date Registration (PBI) Number of days:

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

 

Programme Leader:

Dr Paul Dresser

Academic Team for the programme:

Corporate and Work Based Learning

Date of Approval/Modification/Review:

April 2018 (Modification)

Date of next review (QS to complete):

2022/23

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

No

 

Does this programme come under the Unistats return?

If yes, please attach a completed Unistats form

No

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

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

e.g. a short course aimed at registered nurses

No


Professional Body:

 

 

Interim  Awards

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

 

Interim Award Title

Credits Required

Interim Structure

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

1

Postgraduate Certificate in Investigative Management

60

Any

2

Postgraduate Diploma in Investigative Management

120

Any

3

 

 

 

 

Combined Subjects Programmes only

Will the subject run as Major/Minor/Dual:

 

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

 

 

 

 

 

 

 

 

 

2 Mode Of Attendance

01                          Full-time

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

 

02                          Other Full-time

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

 

31Part-time

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

31Part-time at Full-time Rate

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

 

 

 

3 Admissions

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

Tick appropriate

UUCAS

Universities and Colleges Admission Services

Required for full-time undergraduate programmes only.

 

DDirect Entry

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

GGTTR

Graduate Teacher Training Registry

Education only, where applicable

 

 

 

4Collaborative Provision

UK

 

Overseas

 

Institution

Collaborative Model

Funding Arrangements

 

 

 

 

 

 

 

 

 

5aCourse Block

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

 

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

24 months

Does this course offer a sandwich placement?

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

Yes/No

Programme Year:

Is this compulsory or optional?

Compulsory/Optional

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

Yes/No

Programme Year:

Is this compulsory or optional?

Compulsory/Optional

 

6   Major Source of Funding

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

HEFCE

Higher Education Funding Council for England

 

Skills Funding Agency/EFA/Degree Apprenticeship

 

NCTL

National College for Teaching and Leadership

 

Wholly NHS Funded

Partially NHS Funded

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

-  Eligible for NHS BursaryY/N

 

 

 

Standard Fee

If no then the Learning Resources Form should be attached

Yes/No

Other Funding:

– Please Specify:

 

7   Education Programmes Only

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

Teacher Training Identifier:

 

Teacher Training Scope:

 

Qualification Aim:

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

 

 

 

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