Attachments

 

Quality Handbook

 

 

 

Programme Specification - Postgraduate

 

SECTION A: CORE INFORMATION

 

  1.  

Name of programme:

Strategic Leadership

 

  1.  

Award title:

MBA Strategic Leadership 

 

  1.  

Programme linkage:

 

Is this part of 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

 

  1.  

Is the programme a top-up only?

No

 

  1.  

Level of award:

Level 7

 

  1.  

Awarding body:

University of Sunderland

 

  1.  

Department:

Business

 

  1.  

Programme Studies Board:

Postgraduate Business

 

  1.  

Programme Leader:

TBA

 


  1. How and where can I study the programme?

 

 

At Sunderland:

x

Full-time on campus

 

Part-time on campus

x

As work-based learning full-time

 

As work-based learning part-time

x

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

x

As work-based learning full-time

 

As work-based learning part-time

x

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

 

 

Part-time

2 years

6 years

Distance learning

 

 

Work-based learning

2 years

6 years

 

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

 

SECTION B:  FURTHER CORE INFORMATION

 

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

 

  1. Learning and teaching strategy.

 

Underpinning Philosophy

The focus of the underpinning learning and teaching philosophy of the programme is based around the transcendence of disciplinarity in relation to the holistic role responsibilities that senior and strategic leaders occupy. Their roles, responsibilities and accountabilities are often evident across organizational infrastructures and hierarchies and our needs led curricula has been strategically designed to reflect this.  This new integrated model of curriculum affords us the opportunity to deliver outcomes based education, where emphasis is placed on opportunities for interdisciplinary learning that transcends traditional professional disciplines and academic signature pedagogies and equips students with skills, values and a cognitive underpinning that are reflective of the constructivist framework underpinning them. In the context of traditional subject parameters such as Human Resource Management and Marketing, this approach ensures a constructive alignment of programme aims and learning outcomes that encompasses the needs of a 21st Century workforce. The pedagogy underpinning this is widely regarded as driving inquiry based learning (Savery and Duffy, 2001 and Yeo, 2007) which both posit that:

 

  1. Prior experiential learning is the foundation of new learning – this is dependent on the learning goals of the person, the context of learning and the threshold content level of the knowledge to be acquired.
  2. Both cognitive ambiguity and cognitive conflict are active stimuli for the foundation of new learning - since both provide an opportunity for the interrogation of existing knowledge and the opportunity to use processes of critical synthesis and decision making to ascertain how this knowledge can be meaningfully extended.
  3. All human knowledge evolves through processes of social interaction, discernment and the evaluation of how far it can be internalised and meaning made of it. This is the basis of individual understanding, which can then be enhanced in the context of collective learning environments via testing, examination and reactivation of knowledge in the expansion of knowledge application. 

 

This framework actively promotes the use of inquiry based learning through the use of problem based learning approaches. This is well documented as being a ‘viable approach in leadership development’ (Bridges and Hallinger, 1995; O’Connor, 2004:875) since it advocates proactive learning and the need to take ownership of the construction of contextually framed new knowledge and the acknowledgement of existing knowledge at its foundation.  Our problem based learning approach will be pre-empted by  the formal  introduction of skills enhancement sessions into the curricula which will focus specifically on developing the capacity of students to critically think in the context of case analysis.   Operationally in the context of problem based learning approaches we adopt, we define each as:

 

Critical Thinking – the theoretical and conceptual underpinning of how a subject is perceived. This permits analysis of core facts to be examined through a specific intellectual lens, which lends itself to the skill of articulating knowledge, whether in written or oral form as outlined in Facione’s Model (2011). This approach has a direct impact on the capacity of students to undertake the higher levels of Bloom’s Taxonomy such as interpretation, analysis, evaluation, inference, explanation and self – regulation which inform processes of purposeful reflective judgement.  Learners will be afforded the opportunity to engage in the process of holistic analysis as a means of developing their critical thinking skills. All formal teaching activity will incorporate this ethos. 

 

Case Analysis – a focused method for the strategic integration of knowledge acquisition and the opportunity for learner engagement.  This necessitates the development of skills of self-awareness so that they can subsequently practice skills of evaluative decision making, critical observation and strategic influence. 

 

Encouraging Student Engagement

Our aim is to ensure the approach to teaching and learning on the Programme is ‘engaging’ for all learners. 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.

This vision will necessitate co-construction of knowledge of the learning environment with which we engage our learners and their everyday interaction with the organizational infrastructure, academic and support staff and the context specificity of their learning. This acknowledges the lived experience of students as being central to our capacity for ongoing evaluation and the potential for improvement.

 

The Sunderland Business School Model for Creating Engagement 

The underpinning philosophy embraces a 'Learning Centred Paradigm'. This actively embraces student centred learning and provides the opportunity for students to internalise meaning and as a consequence, stimulate the potential for the empowerment and motivation that characterises student satisfaction and enhanced academic and workplace performance. This offers the opportunity for an authentic relationship between those who are learning and their academic staff and employers and lies at the heart of transformative learning (Bovill and Felten, 2014).

 

This philosophy provides a vision, which when operationalised in practice will ensure that learners are given the opportunity to:

 

  1. Engage in the processes of transition and induction learners so they are ready for their learning journey
  2. Facilitate the development of personal and professional capital – this kind of capital derives from a sense of belonging and from active relationships with others.
  3.  Experience support in the development of personal and professional skills that extend into their potential to make a civic contribution to society as well as being important to strategic leaders in the workplace.
  4. Make meaning and internalise their learning through assimilating and integrating the information they have received.
  5. Stimulate their critical thinking and thus enhance their potential for professional capability in the workplace.
  6. Express themselves and enhance their academic and professional oratory and written skills.
  7. Experience an environment conducive to trust in cohesive relationships between them, their academics and the organizations they work within and with. 
  8. Receive methods of developmental feedback and feed-forward to enhance their learning, personal and professional development.
  9. Constructively align their cognitive and affective domain learning.
  10. Bridge the theory-practice gap in the context of integrated academic and experiential learning and then permit processes of formative and summative assessment to drive the curriculum.
  11. Develop their professional identity as a potential future strategic leader and understand how their personal attributes can underpin their professional responsibilities.

 

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. (See section 32 for more information)

 

 

  1. Retention strategy

 

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

 

SECTION C:  TEACHING AND LEARNING

 

  1. What is the programme about?

 

The programme has been developed in partnership with the Chartered Management Institute      (CMI) to support enhancement of effective strategic leader knowledge, skills and behaviours. It offers a blend of work-based learning with business education. Firstly, the programme encourages students to explore their intrapersonal personal development as a leader to enhance their positive impact within the organization.  Secondly, the programme focuses on the enhancement of interpersonal skills involved in  building and sustaining effective relationships through collaboration and developing high performing teams. Finally, the programme aims to enable the individual to develop as an adaptive, strategic leader who can contribute  to the strategic objectives of the organization through effective planning, performance management, implementation of change and innovation. Ethics, responsibility and sustainability are ubiquitous elements of the programme.

 

 

 

 

 

 

 

 

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

The programme adopts what is classed as a transdisciplinary approach to learning and is underpinned by inquiry and problem based learning, in this mode, the  learning facilitates not only the acquisition of knowledge but also several other desirable attributes, such as communication skills, teamwork, problem solving, independent responsibility for learning, sharing information, and respect for others.  This approach combines the acquisition of knowledge with the development of skills , behaviours and attitudes and as such ,the learning outcomes (where appropriate) from the programme are articulated to reflect this harmonisation.  These harmonised outcomes also shape the curriculum, learning and assessment activities.

 

Learning Outcomes Postgraduate Certificate – Skills

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

S1Set clear agendas, collaborate with and gain support from key stakeholders

S2Create an inclusive culture, encouraging diversity and difference

S3Give and receive feedback at all levels, building confidence and developing trust and enabling people to take risks

S4Lead and influence people, building constructive working relationships across teams, using matrix management where required

 

Learning Outcomes Postgraduate Certificate – Knowledge

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

K1Organizational and/or team dynamics and how to build engagement and develop high performance, agile and collaborative cultures

K2External political environment and use of diplomacy with diverse groups of internal and external stakeholders

K3Shape organizational vision, cultures and values

 

Learning Outcomes Postgraduate Diploma – Skills

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

S5Initiate and lead change in the organization, creating an environment for innovation and creativity, establishing the value of ideas and change initiatives that drive               continuous improvement

S6Drive a culture of resilience and support development of new enterprise and opportunities

S7Ensures workforce skills are utilised, balancing people and technical skills and encouraging continual development

S8Enable open and high performance working, setting goals and accountabilities for teams and individuals

 

Learning Outcomes Postgraduate Diploma – Knowledge

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

K4Shape organizational vision, culture and values

K5The key constructs of innovation and their value to organizations; the impact of disruptive technologies; how to drive change and new ways of working across               infrastructure, process, people and cultures

K6Competitive strategies and entrepreneurialism, approaches to effective decision

making and the use of big data and insight to implement and manage change

K7Macro level and inter-organizational influencing and negotiation strategies

 

Learning Outcomes Masters – Skills

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

S9Use of horizon scanning and conceptualisation to deliver high performance strategies that focus on organizational growth and sustainability

S10Undertake research, and critically analyse and integrate complex information

S11Act as a sponsor, championing projects and transformation of services

S12Challenge strategies and operations in terms of ethics, responsibility, sustainability resource allocation and business continuity/risk management

S13Apply principles relating to Corporate Social Responsibility, Governance and Regulatory Compliance

S14Oversee financial management, results and set, suggest or challenge financial assumptions

S15Use personal presence and storytelling to articulate and translate vision into operational strategies, demonstrating clarity in thinking and communication

 

Learning Outcomes Masters – Knowledge

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

K8Evaluate, construct and make sense of the internal and external organizational context

K9Approaches to and the importance of Corporate Governance, risk management, cyber security and legal compliance

K10Approaches to strategic planning within organizational functions and how these support strategic objectives

K11How to work with board and company structures

K12Ethics and values based leadership

K13Approaches to effective decision making using big data and business intelligence

 

 

  1. What will the programme consist of?

 

Taught postgraduate programmes generally consist of a number of taught modules leading to the award of a Postgraduate Certificate (60 credits) or Postgraduate Diploma (120 credits). A Masters qualification (180 credits) usually culminates in a major piece of independent work such as a project or dissertation. All modules are at postgraduate level (level 7 in the UK’s national scheme). The summary below describes briefly what is contained in the programme. The programme structure, including a detailed list of modules, can be found in the programme regulations.

 

Throughout the programme there is a strong element of work-based learning and project work. Modules and assessments are intended to be relevant to the individual student and their organization.  Students complete a range of assessments designed to test the necessary attributes for successful strategic management and leadership in the workplace.

 

 

 

 

 

Year 1

 

PG Cert: Leading Self and Others and Developing Cultures

  • Induction and Academic Skills Development
  • Term 1: Leadership, Leader Identity and Collaboration (30 Credits)
  • Term 2: Strategic Leadership and Strategic Direction (30 Credits)

 

PG Diploma: Leading the Organization

  • Term 3: Innovation, Change and Entrepreneurship (30 Credits)

 

Year 2

  • Induction and Research Overview
  • Term 1: Developing and Sustaining High Performing Organizations (30 Credits)

 

MBA: Leading the Future

  • Terms 2 and 3: Work Based ProjectStage 1 – Being a Leader- 120 credits (PG Certificate[1])Module 1 - Leadership, Leader Identity and Collaboration (60 Credits)

 

  1. How will I be taught?

 

Scheduled teaching activities

Lectures, workshops and guest speakers

Personal and Professional Development

Coaching for enhanced learning, development and performance

Professional Development

Tripartite meetings

Peer Learning

Action learning sets

Independent learning

Reading, reflection, research, data gathering, data analysis, engaging in VLE discussions, assessment preparation

 

Through the supported learning materials and wider reading, students will be introduced to academic concepts enabling them to apply theory to their own personal and organizational ‘real life’ practice. The modules will include reference to current research activity related to the subject and, where appropriate, to that specifically carried out by staff of Sunderland Business School. Through the learning and assessment strategy, students will be encouraged to develop their knowledge and skills and apply this to their role as strategic leaders, in order to think critically about their personal and organizational practice.


Directed and independent learning will be structured by the module tutor, through the Teaching and Learning Plan. The directed learning includes a range of additional activities or questions for consideration. Independent learning is learning which the student identifies by pursuing areas of interest or by providing deeper or broader knowledge of the subject area, through a range of learning activities that might include reading, reflection, research etc.

Students will be introduced to academic theory, models and concepts during lectures and workshops. These lectures and workshops will also be used to encourage the student to contextualise their learning and enable them to apply theory to their own personal and organizational practice. These may include lectures, discussions, video presentations and student presentations, case and organizational analysis, including analysis of their own organization. The consistent application of theory in context will encourage students to apply their learning throughout the module and to critically reflect on their own assumptions, conceptualisations and approaches.

The modules make consistent use of the university VLE in its provision of resources and guidance as well as extensive use of collaborative tools. The VLE will be used to encourage individual and group contributions to critical debate on key topics and issues. Materials, questionnaires and discussion group work will be available on the VLE to support and engage the students.

 

Academic Coaching and Tripartite meetings:  Students are allocated an Academic Coach from the dedicated module delivery team ideally within the specialist area of study. In the final year, students will engage in 3 two hour tripartite meetings with the academic coach and a representative from the employing organization to negotiate the work-based project and monitor and support progress on the project.  The Academic Coach will also provide support to enhance the student’s personal and professional development. The coaching sessions will take place twice in the first year and three times in year two.  The agenda for these meetings will be co-constructed by the academic coach and the student. The VLE will provide students with key materials.  Voice over lecture summaries will be posted on the VLE at the end of the module as well as assessment guidance.

 

Action Learning Sets:  In addition learning sets will be facilitated to allow students to share their learning and experiences, develop their work-based project and professional development portfolio and support the development of organizational research and analysis skills.

 

A list of the modules in 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?

 

Reports

Portfolios

Reflective Journals

Showcase and Panel Discussion

Performance Plans

Viva Voce

 

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

YES

Specifically for SLDM05

 

The University regulations can be found here.

 

The assessment approach has been designed to ensure that students meet the skills, knowledge and behavioural (KSB) outcomes specified in the level 7 Senior Leader Degree Apprenticeship standards. The approaches have been designed to be appropriate, relevant and feasible in a wide range of organizational context.

 

There is a strong emphasis on individual assessment, in order to avoid placing a requirement for students to work collaboratively when they cannot easily meet outside of the days they attend university. The majority of summative assessment is coursework assignments all of which have a work based focus. There will be a varied assessment pattern; this includes reports, performance plans, development portfolios, critical reflective reports, showcase               presentations, panel discussions and viva voce.

 

The module will use formative assessment methods throughout, ensuring student clarity of understanding, assisting with student development and progression and application of learning to the workplace. Techniques may include group presentations with supporting feedback and critique, directed question and answer sessions; action learning sets, and group engagement and discussion around key topics and concepts with supporting feedback.

 

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.

 

 


  1. Teaching, learning and assessment matrix

 

Matrix of modes of teaching, learning and assessment

 

NB. Not all option modules may be offered in any one academic year and will depend on the availability of staff and the priorities of the school. In addition, modules will usually need to be selected by a minimum number of students. Option modules may be available on more than one programme and the Programme Leaders will liaise with the Faculty Management Team to ensure there is a reasonable amount of choice in any given year.

 

POSTGRADUE CERTIFICATE

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

LO S1

LO S2

LO S3

LO S4

LO K1

LO K2

LO K3

Leadership, leader identity and collaboration

SLDM01

Core

Lectures, Action Learning private study, seminars ,

Academic coaching

Report and Portfolio

Taught

Taught Developed Assessed

Taught Developed Assessed

Taught Developed Assessed

Taught Assessed

Taught

Taught Assessed

Strategic leadership and strategic direction

SLDM02

Core

Lectures, private study, group work, seminars

Report inc recommendations and financial summary

Taught Developed Assessed

Taught Developed Assessed

Taught Developed Assessed

Taught Developed Assessed

Taught Assessed

Taught

Assessed

Taught

Assessed

 

 


POSTGRADUE DIPLOMA

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

LO S5

LO S6

LO S7

LO S8

LO K4

LO K5

LO K6

LO K7

Innovation, change and entrepreneurship

SLDM03

Core

Lectures, Action Learning private study, seminars ,

Academic coaching

Change Project Plan an financial justification

Taught, Developed

Assessed

Taught Developed Assessed

Taught Developed Assessed

 

Taught 

Taught

Assessed

Taught Assessed

Taught

Assessed

Developing and sustaining high performing organisations

SLDM04

Core

Lectures, private study, group work, seminars

Performance improvement plan

Taught Developed Assessed

Taught Developed Assessed

Taught Developed Assessed

Taught Developed Assessed

Taught Assessed

 

Taught

Assessed

Taught

Assessed

 

 

 

MBA

 

 

 

 

 

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

LO S9

LO S10

LO S11

LO S12

LO S13

LO S14

LO S15

LO K7

LO K8

LO K9

LO K10

LO K11

LO K12

LO K13

Work based project

SLDM05

Core

Lectures, Action Learning private study, seminars ,

Academic coaching

Change Project Plan an financial justification

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TA

TA

TA

TA

TA

TA

TA


 

  1. How does research influence the programme? 

 

The programme following outlines how research influences and underpins the programme, it also provides information on taught elements of research.

 

Research-led: 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. It includes embedding current research both faculty and beyond. Learners will be engaged in locating, collecting, referencing, critiquing, applying evidence, challenging assumptions, questioning and interpreting contemporary research articles, conference papers and case studies. Research active Faculty will also deliver guest speaker sessions at each stage of the programme.

 

Research-oriented:  the curriculum emphasises the process of knowledge construction in the subject. In research-oriented mode, learners will gain knowledge about the research process by which knowledge is produced. This will be embedded through: the teaching of research methods (introduction at stage 1 induction and enhanced research skills at stage 2 induction and during the professional project (see table below for specific elements of taught research).

 

Stage

Taught Research

1

Understanding Research

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

2

Extended Research - Embedded into SLDM05 - Work Based Project

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

 

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

 

Research-based:  The programme and curriculum emphasises 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. This research will involve primary research within the learners own organization with the intention of addressing organizational issues and/or opportunities for enhanced organizational behaviour and performance.


SECTION D EMPLOYABILITY

 

  1. How will the programme prepare me for employment?

 

The programme gives you the opportunity to develop advanced skills and knowledge which you can use in the future. Some postgraduate programmes are associated with a particular career path but most skills can be applied to a range of employment situations. The skills which this programme is designed to develop are listed below.

 

The Senior Leader Degree Apprenticeship was designed by a consortium of major employers’ representatives, the Chartered Association of Business Schools (CABS) and the Chartered Management Institute (CMI) to meet the skills gap and to improve and professionalise the UK’s Leadership and Management. Sunderland University Business School is endorsed by the CMI to deliver the programme and students who study on the Programme and successfully complete both stages and the end point assessment.  The programme content has been shaped and informed by representatives from a range of sectors and industries who sit on the Faculty's Employer Advisory board.

 

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

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

 

There are also opportunities for on-campus students outside your programme of study.

Students on the programme will be offered the opportunity to attend the Faculty's guest speaker series of lectures.  These offer the opportunity to understand leadership in a range of contexts as well as providing a platform for professional networking. 

 

A range of social cohesion sessions will be available for students to attend.

 

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

 

Additional opportunities to develop your experiences more widely will vary if you study at one of our partner colleges. For information about the extra-curricular activities available in any of our colleges please contact the college direct. 

 

  1. Particular features of the qualification

 

The programme has a programme specific assessment aligned to the work based project, this is referred to as 'The End Point Assessment.  The work in this module will be assessed by an independent assessor.  The independent assessor reviews the portfolio of evidence ahead of the students showcase and professional discussion.  Full details of the assessment approach and assessment criteria is included in the module descriptor.  Individuals may be assessed for professional recognition with the Chartered Manager Institute, this will be integrated into the end point assessment process.

 

 

  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

Yes

This programme currently has PSRB accreditation

 

The programme is currently accredited until:

 

The implications of the accreditation not being renewed are:

 

Please see PSRB Renewal Process for information on the renewal process.

 

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

 

The terms of the accreditation are as follows: TBC

 

The programme is recognised as: Senior Leader Degree Apprenticeship

 

The programme is accredited dependent on, programme mapping to the CMI strategic leadership units.

 

Accreditation gives graduates (status): TBC but it is envisaged to be a L7 Diploma in Strategic Leadership and Management and Chartered Manager Status

 

This depends upon successful completion of the programme: Yes

 

Is membership of the PSRB dependent on further requirements? No

 

There are programme-specific regulations relating to the following. Details are given in the programme regulations: No

 

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 

 

 

 

Interim or exit awards are not accredited. 

 

 

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

 

  1. What are the admissions requirements?

 

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

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

 

The programme is work based and as such, admission is subject to the learner being employed by an organization throughout the duration of the programme. The employer must confirm learners comply with the senior level apprentice eligibility criteria including levy funding requirements.

 

Qualifications and experience based entry:  Students who have a relevant level 6 qualification in a business, management or leadership subject area and at least three years management/leadership experience will be eligible for entry into the programme at stage 1. 

 

Experience based entry via APEL the University has a process by which applicants whose accredited prior experiential learning may allow them access to the programme.  Please contact the University for further information.

 

Can students enter with advanced standing?

Yes

 

 

If yes, to which Stages?

Postgraduate Diploma

x

MBA

x

 

If yes, with what qualifications?

Students who already hold a Postgraduate Certificate in Business or Management/Leadership which is less than 5years old, may be eligible for entry onto the Postgraduate diploma stage.

 

Students who already hold a Postgraduate Diploma in Business or Management/Leadership which is less than 5years old, may be eligible for entry onto the MBA stage.

 

If you think that this may be relevant, please contact the department which offers the programme you are interested in

 

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:
  1. Coaching System: As part-time work based learners there will be a focus on ‘coaching and mentoring’ rather than ‘traditional personal tutoring’. Coaching and mentoring better reflects practice within an organizational context and supports study skills development and transference of learning into the workplace. These needs will be met with a combination of a Peer Learning and Support Group (PLSG), the academic as coach and identification of an in organization mentor. There will be two ‘contact’ points per academic year in which the learner, academic coach and in-organization mentor engage in a tripartite meeting. These purpose of these meetings is to:
  • Monitor and support student efficacy
  • Encourage transfer of learning into the organisation
  • Negotiate and align assessments and work-based projects to the organizational context
  • Encourage and enable the personal and professional development of the learner
  1. Studies Advice: The academic coach associated with the PLSGs will be the first point of contact for studies advice on particular tasks that learners have been asked to complete.  Coaches will work closely with the programme leader to ensure that they are familiar with the tasks and understand what is required of the learners at any point in the programme.
  2. Personal Development Planning: The personal development planning (PDP) process provides an opportunity for learners to practice self-management skills that are beneficial to them both as students and as employees. It assists learners to:
  • Take responsibility for their own learning
  • Be aware of how learning relates to a wider context
  • Improve general skills for study and career management
  • Provide evidence of achievements
  1. Learner Support on the eLearning Portal (VLE): Learners will be given detailed, hands-on training on the use of the VLE as part of their induction. They will be encouraged to post questions or initiate discussions through a number of module spaces and through the Programme space, especially as part of the PLSG process. Learners will be directed at induction to web-links to University student support facilities. In addition, learners will have access via VLE to the Study Skills suite of online tutorials

 

  1. in the university as a whole:

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

The programme has been designed to adhere to the University of Sunderland Inclusive Programme Design standards for Disabled students.  Due consideration has been given to accessibility, inclusive teaching approaches, assessment design and timetabling.  For advice and guidance on disability support please use the following link:  disability support,

 

  1. in a partner college:

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

 

  1. What resources will I have access to?

 

On campus

x

In a partner college

 

By distance learning

 

 

On campus

Tick all that apply

General Teaching and Learning Space

x

IT

x

Library

x

VLE

x

Laboratory

 

Studio

 

Performance space

 

Other specialist

 

Technical resources 

 

 

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

 

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.

 

  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.

x

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 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 on Students are represented on University level Committed 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.

 

Programmes offered in partner colleges: If you are studying in one of our partner colleges the college will have its own mechanisms for obtaining student feedback. Some of these may be the same as those on-campus at the University but others may be different. You should ask your college for further information.

 

For distance learning operated from Sunderland: if you are studying by distance learning you will have slightly different arrangements from those used on campus. In particular you are likely to have virtual rather than physical meetings and discussions. However these arrangements should provide comparable opportunities for you to give feedback. Details are given below.  

 

 

SECTION G: QUALITY MANAGEMENT 

 

  1. 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?

YES

 

 

The subject benchmark(s) for this programme is/are: http://www.qaa.ac.uk/en/Publications/Documents/SBS-Business-and%20Management-15.pdf

 

 

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

 

  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 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.

 

 


 

 

Quality Handbook

 

 

 

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

 

Full Programme Title:

Strategic Leadership

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

 

Qualification Aim:

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

MBA

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

N200

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

Closed programmes may be considered subject to minimum numbers agreed by the Faculty.

Faculty and School:

Faculty of Business, Law and Tourism

 

 

Business School

Location of study:

e.g. SAGE, Sunderland in London, Sunderland

Sunderland

Sunderland in London

 

Last Date Registration (PBI) Number of days:

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

14

Programme Leader:

TBC

Academic Team for the programme:

Leadership, HRM and Finance

Date of Approval/Modification/Review:

17th November 2017

Date of next review (QS to complete):

2022 - 2023

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

Yes/No - Pending Chartered Management Institute

 

Programme Specific Regulations

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

No

 

Does this programme come under the Key Information Set return?

If yes, please attach a completed KIS form

 

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 Strategic Leadership

60

SLDM01

SLDM02

2

Postgraduate Diploma in Strategic Leadership

120

SLDM03

SLDM04

 

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.

x

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

x

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

x

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

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:  Claire Hoy - Principal Lecturer Teaching and Learning

   DATE:October 2017

 


Module List

Award, Route (if applicable) and Level

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

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose (ie designated option):

Assessment weighting – give % weight for each assessment item

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

Academic Team

 

N

Leadership, Leader Identity and Collaboration

SLDM01

30

C

 

100

 

TBC

 

 

N100

Leadership, HRM and Finance

 

N

Strategic Leadership and Strategic Direction

SLDM02

30

C

 

100

 

TBC

 

 

N100

Leadership, HRM and Finance

 

N

Innovation, Change and Entrepreneurship

SLDM03

30

C

 

100

 

TBC

 

 

N100

Leadership, HRM and Finance

 

N

Developing and Sustaining High Performing Organizations

SLDM04

30

C

 

100

 

TBC

 

 

N100

Leadership, HRM and Finance

 

N

Work-based Project

SLDM05

60

C

 

50

50

 

TBC

 

 

N100

Leadership, HRM and Finance

 

 


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